2014 tepsa may june news

Serving Texas PreK-8 School Leaders May/June 2014 Vol. 71, No. 3 www.tepsa.org

Texas Elementary Principals & Supervisors Association

Inside

TEPSA News

Best Practices with Tom W. Manypage 8

Meet Your 2014-2015 TEPSA State OfficersThank you for voting, TEPSANs! Your 2014-2015 Secretary is Yolanda Delaney. Yolanda, a TEPSA member since 2008, is Director of Elementary Pro-grams in Canyon ISD. She joins the following officers on the Executive Committee: President Belinda Neal; President-Elect Eddie Damian; First Vice President Nancy Tovar; Second Vice President Manuel Gon-zales; NAESP Representative Vic Eugenio; and Past President Stacy Bennett.

“I am grateful and eager to begin my journey as your TEPSA state officer! It will be a privilege to serve all TEPSA districts and represent this amazing or-ganization. Thank you for your encouragement and support,” Yolanda said.

Meet Yolanda and the other officers at Summer Conference in Austin. Early bird registration ends May 13. Hotel block fills fast so reserve your room early. Learn more on pages 12-13 or www.tepsa.org.

Yolanda Delaney, incoming Secretary

New Website LoginTEPSA’s new website is now live! Please sign in to your member record to ensure we have correct information on file. While your username did not change, your existing password is no longer valid. Your temporary password is tepsa123. If you experience delays or need help navigating the new site, call 1-800-252-3621. Again, thank you for your patience as we make adjustments to the new site. Look for more details about new features coming soon.

Community and Student Engagement: PEIMS Report Due June 26While much of HB5 is related to secondary testing and graduation requirements, the new commu-nity engagement component is required reporting for all schools and districts.This local evaluation requirement is your opportunity to showcase areas of excellence and success as well as recognize areas in need of improvement and set future goals valued in the com-munity. Each district is required to designate a performance rating for the district and each school

based on criteria set by a local committee. The rating must be reported annually to TEA through PEIMS. The first report is due June 26 and will be made publicly available by August 8.

Every district and campus will be evaluated on nine factors:1. Fine arts2. Wellness and physical education3. Community and parental involvement

► page 5

HB 5 Resources HB5 Self Evaluation Toolkit:http://www.tasanet.org/domain/124

Region 16 ESC HB5 Community and Student Engagement:http://www.esc16.net/default.aspx?name=adminserv.Accountability

Alief ISD HB5 Implementation:http://origin.library.constantcontact.com/download/get/file/1101383838638-1158/Alief+HB5.pdf

Tech Lab with Trae Kendrickpage 16

Mistakes Leaders Make with Grant Simpsonpage 7

❏ Audit Checklist✓

Legal Ease with Kevin Lungwitzpage 10

Reading, Writing, Math, and Science Mentoring Minds instructional resources are designed to help your teachers incorporate critical thinking and encourage students to problem solve effectively.

Available in print and online formats.

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800.585.5258mentoringminds.com

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TEPSA News www.tepsa.org 3

TEPSA President/Stacy Bennett

District Presidents Pat Viera Sharyland (1) Kurt Adams Corpus Christi (2) Pam Weathersby Calhoun County (3) Ben Perez Lamar (4) Dianne Timberlake Hardin-Jefferson (5) Natalie Jones Bellville (6) Tana Herring Elkhart (7) Kathie Thompson Mount Vernon (8) Clarisa Richie Wichita Falls (9) Pam Mitchell Coppell (10) Trish McKeel Keller (11) Todd Kunders, EdD Killeen (12) Duane Trujillo New Braunfels (13) Cyndi Smith Abilene (14) Lynn Schniers San Angelo (15) Reagan Oles Claude (16) Judy Sage Seminole (17) Sharla Butler Midland (18) Michelle Aubé-Barton Socorro (19) Dana Bashara, EdD Alamo Heights (20)TEPSA districts coincide with regional education service center boundaries.

Staff Joni Carlson Director of Meetings Cecilia Cortez de Magallanes Marketing & Communications Manager Harley Eckhart Executive Director Ann Hopkins Membership/Standing Committees Coor. Kirsten Hund Associate Executive Director for Instruction Anita Jiles Associate Executive Director for Marketing & Communications Ken Jones Controller Trae Kendrick, EdD Chief InformationOfficer Elizabeth Kernan OfficeManager Callie Low Director of Governance & Exhibits Kristina Mora Governance & Exhibits Assistant Louis Silvas Webmaster Mark Terry Deputy Executive Director

TEPSA NewsPublished 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, providedthatduplicationisforaneducationalpurposeatanonprofit

institution; copies are available without charge; and each copy includes full citation of the source.

Copyright © 2014 by the Texas Elementary Principals and Supervisors Association.

ContactTEPSA 501 East 10th Street Austin, TX 78701

512-478-5268 800-252-3621 Fax: 512-478-1502 www.tepsa.org

Executive Committee Stacy Bennett President, Huntsville Belinda Neal, EdD President-Elect, Lindale Eddie Damian First Vice President, Brazosport Nancy Tovar Second Vice President, El Paso Manuel Gonzales Secretary, Frisco Victorius Eugenio NAESPRepresentative,Mansfield Scot Clayton Past President, Henrietta Harley Eckhart TEPSA Executive Director

Standing Committee Chairs and Vice Chairs Pam Mitchell Advocacy Chair, Coppell Lisa McLaughlin Advocacy Vice Chair, Deer Park Gary Henry Membership, Marketing & PR Chair, Spring Branch Stacy Davis Membership, Marketing & PR Vice Chair, Frenship Eliseo Rodriguez Programs & Services Chair, Edgewood Lauri Schroeder Programs & Services Vice Chair, Elgin Cordell Jones, EdD Special Committee on Elections, Alamo Heights Andra Penny, PhD Nominating Committee Chair, Coppell Sharon Wright Nominating Committee Vice Chair, Plainview

Texas Elementary Principals & Supervisors Association

Power Up!

Greetings TEPSANs!Have you ever had one of “those days” or better yet one of “those years”? I think it is safe to say that this year has been one of “those years” for me! Life has thrown me curve ball after curve ball, and through it all I have been re-minded of many lessons from my past. I am confident that you already know these lessons as well but may just need some encouragement that you are on the right track.

First, hold true to your beliefs. It does not matter what other people think or believe, you have a deeply rooted set of beliefs that define who you are and what you do. You are responsible for you and the people who are entrusted to you. Of course take advice from experts in the field, but combine that information with the knowledge that you already have and form new opin-ions and/or beliefs.

Listen to your gut. Your gut will not deceive you. That inner voice is so important to me and helps me make the best decisions not only for myself, but for my family and my school/district. The times that I have ignored my gut have always turned into experi-ences that I would have rather just avoided in the first place.

Stay the course; never give up! Through thick and thin, keep go-ing. Persistence will pay off!

Finally, do not be afraid to stand alone. It just takes one person to make a difference. Sometimes other people just need to hear someone else’s opinion so that they can reevaluate the situation at hand and make a better, more informed decision for themselves.

I have been faced with many challenges this year. As leaders, we are faced with challenges and have to make tough decisions daily. I sure hope that these words will offer you just a little bit of encour-agement that you are not alone! We are all in this boat together!

Thank you so much for allowing me to represent you this year as the TEPSA State President. It has been both an honor and a

privilege to do so. I have enjoyed making new friends, reconnecting with old friends, and

learning from and with you. I am deeply impressed with what you are doing each

and every day in our public schools. You are all truly Heroes for Children!

4 www.tepsa.org May/June 2014

News BriefsFAST Website RelaunchTexas Comptroller Susan Combs has relaunched the interactive Financial Al-location Study for Texas website. The redesigned www.fastexas.org allows you to easily and quickly compare school districts and campuses statewide on key academic and financial measures with a multitude of custom reporting features. Get started at http://www.fastexas.org/help/.

Source: Susan Combs Texas Comptroller of Public Accounts: Financial Allocation Study for Texas. www.fastexas.org.

Federal Guidance for Protecting Student PrivacyThe US Department of Education has released new guidance to help schools protect student privacy without inhibiting the use of digital technologies in the classroom. “Protecting Student Privacy While Using Online Educational Services: Requirements and Best Practices” is available at http://ptac.ed.gov/sites/default/files/Student%20Privacy%20and%20Online%20Educational%20Services%20%28February%202014%29.pdf.

Source: US Department of Education’s Privacy Technical Assistance Center. http://ptac.ed.gov.

For all those unforeseen curves on the road of school leadership, TEPSA has you covered! Renew your mem-bership by August 31 for continuous professional liability and legal defense coverage.* Lead with confidence knowing you have access to legal resources and assistance when you need it most.

Renew at www.tepsa.org.*The Educators Professional Liability Insurance Policy is underwritten by Scottsdale Insurance Company of Columbus, Ohio. Like all insurance policies, coverage is subject to the terms, conditions, and exclusions stated therein. Visit http://bit.ly/TEPSApolicy for a summary of the policy. The master policy is kept on file at the state TEPSA office and is available for review by request.

Don’t Let Legal ActionDerail Your Career

Free Digital Literacy Books Common Sense Media’s Digital Literacy and Citizenship Curriculum is available for free in the iBookstore. Media-rich Teacher Editions and Student Workbooks include videos, interactive lessons, assessments, and more. Visit www.commonsensemedia.org/educators/curriculum. Source: Common Sense Media.

Principal Surveys to Evaluate Texas Educator Preparation Programs Due June 16All campus principals across the state are required to complete the Texas Education Agency’s survey on the effectiveness of educator preparation programs in preparing beginning teachers to succeed in the classroom. TEC §21.045 and TAC Chapter 229, Account-ability System for Educator Preparation Programs, require new accountability standards for Texas educator preparation pro-grams. Current SBEC rules require each principal who has first-year teachers on his or her campus to complete a brief survey. All surveys must be submitted by Monday, June 16, 2014.

Source: Texas Education Agency. http://www.tea.state.tx.us/index4.aspx?id=25769809936.


Colleges Work to Prepare Teachers for Digital AgeAs part of their preparation, aspiring teachers at many colleges are now learning to integrate technology into classroom instruc-tion. Though some argue that teacher preparation programs have not kept up with the pace of changing technolgies and new ways of learning, there is growing evidence that teacher colleges are working to revamp programs in order to equip future educators with technology literacy and proficiency. As part of his Con-nectEd initiative, President Obama has called for the US Depart-ment of Education to help teachers become more adept at using classroom technology.

Source: Flanigan, Robin L. (2014, January 27). “Teacher colleges seek to shift to digital age.” Education Week. Available online at http://www.edweek.org/ew/articles/2014/01/29/19el-teachers.h33.html?tkn=USMFkRMsMEFiroYSgE32k8URt1Y48UTFJGK6&cmp=clp-edweek.

Schedule Your StuCo Workshop

Scheduling for the fall StuCo work-shops is now underway. Email Carolyn Solomon at [email protected] or visit the StuCo booth at Summer Conference in the Austin Renaissance Hotel atrium to schedule a workshop on your campus or school district. Look for a schedule of workshops in the August issue of the TEPSA News.

Your fourth-sixth grade students and advisors learn to lead and serve in their Student Council while exploring:• Leadership styles and strategies for

guiding student leadership development• Techniques to generate participation• Tools to create meaningful and chal-

lenging service projects

Registration is $46/person and includes lunch and materials. Order t-shirts, register and learn more in the Student Council section at www.tepsa.org.

“This training is so good because it in-spires our students to be great leaders. It gives them such a boost of confidence that they are ready to be in the leader seat of the program. I hope all schools take advantage of this program.” -Maxine Bratton, Northside ISD

Special thanks to Spring ISD’s Bailey Middle School for coming up with this year’s theme

“StuCo: Leading the Way Around Texas!”

www.tepsa.org 5

4. 21st century workforce development program5. Second language acquisition program6. Digital learning environment7. Dropout prevention strategies8. Educational programs for GT students9. Compliance with statutory reporting and policy requirements

TEPSA staff participated in developing an electronic toolkit (http://www.tasanet.org/cms/lib07/TX01923126/Centricity/do-main/124/toolkit/narrative.pdf ) to assist schools in implement-ing this new legislative requirement, and the Summer Confer-ence will feature several topic sessions devoted to community engagement ideas.

► Community and Student Engagement continued from page 1

Resources for a “Greener” CampusIs your school considering or moving towards reducing your envi-ronmental footprint? There are a multitude of great resources online to help you along the way, including the US Environmental Protec-tion Agency’s section for schools. Find answers to questions such as:• How can I improve the indoor air quality at my school? • What about pollution from school buses?• What do I need to know about renovation projects in schools?• How can I reduce waste at school?

NAESP’s resources for Green Schools (https://www.naesp.org/green-schools ) is another great site to help you get started. Down-load “Is Becoming A Green School Right for Your School?” at http://www.naesp.org/sites/default/files/greenschoolsdigitalcopy.pdf.

Sources: NAESP. https://www.naesp.org/green-schools.US Environmental Protection Agency. http://www.epa.gov/epahome/school.htm.


Current ResearchReading Proficiency: Large Gaps Exist Among StudentsRethinking AssessmentAccording to a new KIDS COUNT® data snapshot by the Annie E. Casey Foundation, 80 percent of lower-income fourth graders and 66 percent of all students are not reading proficiently. The Foundation warns that if this trend continues, there will be a lack of skilled workers by the end of this decade. Reading proficiency is a key predictor of a student’s future educa-tional and economic success.

For this snapshot, reading data from the National Assessment of Educa-tional Progress released in November 2013 was compared with data taken from the 2003 assessment when a majority of states began participating. Over the last decade there has been an improvement in reading proficien-cy in many states, however, large disparities persist among socioeconomic classes as well as among ethnic minorities (Black, Latino, and American Indian/Alaska Native) and their White and Asian counterparts. Rates of students not proficient in reading are also significantly higher for children who are dual-language learners and those with disabilities.

Read “Early Reading Proficiency in the United States” at http://www.aecf.org/~/media/Pubs/Initiatives/KIDS%20COUNT/E/EarlyReadingProfi-ciency/EarlyReadingProficiency2014.pdf.

Source: The Annie E. Casey Foundation KIDS COUNT® (2014, January). “Early Reading Proficiency in the United States.” Available at http://www.aecf.org/~/media/Pubs/Initiatives/KIDS%20COUNT/E/EarlyReadingProficiency/EarlyReadingProficiency2014.pdf.

Education Week Teacher edi-tion has launched an online story package called “New Directions in Assessment” which explores new developments and trends in testing and assessment in schools. The sto-ries focus on initiatives designed to link assessment more closely with classroom learning and instruction and provide integral solutions for teachers. Articles include:• Performance Assessment Re-Emerging in Schools•District’s ‘Data Literacy’ Cam-paign Zeroes In on Students’ Written Work

Source: Education Week Teacher (2014, March). “New Directions in As-sessment” http://www.edweek.org/tm/collections/package/new-directions-in-assessment/index.html.

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Mistakes School Leaders Make/Grant W. Simpson, PhD

Read more from Dr. Simpson in the Resources section at www.tepsa.org.

Dr. Grant W. Simpson is Dean of the School of Edu-cation at St. Edward’s University. He also serves on the State Board of Educator Certification with a term expiring February 2017.

Some might assert that May is the hardest month in schools. Yes, testing is over, but you’ve sent out your 12-page end of school checklist, the teachers have a glazed look in their eyes, the barometer is jumping all over the place, the kids are like microwave popcorn, and the line outside your door seems endless. But wait...there’s more! The busier we get, the more likely we sacrifice the things that keep us going. So Zumba, prayer group, book club, Bunko, date nights, and binge viewing of our favorite reality show just fall off the calendar. This is not a good thing! Those cancella-tions mean we are depleting our maintenance system, i.e., the things that sustain us. No amount of energy drinks can replace that. The more depleted we be-come, the less we have to fall back on. At some point, the cushion is completely gone, and we are at rock bottom. This is when regrettable decisions are made. We snap at things we’d normally ignore; we overreact to a criticism from a colleague; we eat our own child’s lunch for a minor infraction; we tell our mother-in-law what we really think. In other words, we lose it! Ironically, we view these cancelled activities as extras or selfish indulgences, when actually they are an important part of our support system. When we con-sciously deny self, because “more important” things are at hand, we essentially contribute to self-destruc-tion. Take a minute to think back on the last time you felt out of control and regretted the behavior that followed. Ask yourself the following:•Had you had a good night’s sleep? •Were you eating well-balanced, healthy meals? •Did you follow your regular exercise regime? •Had you attended to your spiritual needs?

I’m betting on “No, No, No, No.” So what you might have thought was self-sacrifice actually led to being “On Zero” and later feeling guilty.

So what’s the lesson here? First, the end of school year is a very stressful time with seemingly cease-less demands, a weary professional staff and daily meltdowns. It’s certainly predictable and maybe unavoidable. Knowing that, which option would you choose below?

a. Calling an emergency faculty meeting to address changes for next year.b. Beginning a new curricular strategy you feel has enormous potential.

c. Asking team leaders to crack down on a recent increase in tardies.d. Suggesting to a new teacher who has struggled with discipline to read a specific book.e. None of the above, if at all possible.

While you might build a case for any of a-d, given the context of the final six weeks, it’s better to be in pro-tective mode. Now’s the time to ask the PTA to put a movie gift card/apple/thank you note in everyone’s box, to spend discretionary funds on a catered end of school luncheon, to read to classes in the afternoon, to host special events (faculty vs students volley ball), and to lie awake at night thinking, “How can we have some fun during crunch time?”

Further, while you are lying in bed and pondering this, also ask, “What have I done for myself lately? How can I build something in and protect it on my calendar?” This is not selfishness. When we are well maintained, we are better for others. Conversely, when at the end of our tether, the only good result is a great war story for later in your career. I’ve survived many Mays, and my most outlandish tales are end of school sagas. Retelling them now can yield convul-sive laughter, but in the moment, they really weren’t funny. Please be good to yourselves and others.You’ve got it coming!

Losing It !


Best Practices/Tom W. Many, EdD

Fairview—a small, rural K-12 school in Allen Parish, Louisiana—was filled with dedicated, passionate teachers who shared a belief that all students can learn. The school had been working to establish professional learning communities but, like many schools across the country, had struggled with rigorous state accountability sys-tems and mounting federal mandates.

School leaders found significant support for the theo-retical underpinnings of professional learning commu-nities, but roadblocks had surfaced around implemen-tation. Structures were mislabeled and definitions were confusing. Practical examples of the three big ideas were missing or underdeveloped. Teachers needed help understanding key concepts, structures, and the vocabulary of professional learning communities.

Mindful of the urgency to improve, school leaders sought to identify the current reality around their PLC implementation. Principals and teachers looked for data and tangible evidence of progress that would help identify what next steps to take, but nothing was readily available. The decision was made to conduct an audit of their PLC practices.

A Reflective Audit Brings Next Steps Into FocusA reflective audit involves faculty and staff in a process of self-study regarding the important structural and cultural elements of a professional learning commu-

nity. Teachers began the process by responding to a survey to assess their knowledge of PLC concepts. The survey was followed by onsite visits and interviews focused on the school’s culture, attitudes and beliefs.

Teachers submitted a portfolio of school improve-ment plans and student achievement results. These artifacts were used to identify the presence of such important components as team norms, protocols and SMART goals. Examples of an agreed upon curricu-lum, common assessments and pyramids of interven-tion were also gathered for each grade level. Based on teacher interviews, analysis of the data, and review of the artifacts, a report summarizing what was found was written and published.

As the faculty examined the feedback generated by their own reflections, they identified several potential areas for improvement. Many recognized the need to build shared knowledge of PLC structures before making meaningful changes in their practice. Others identified the need for common language regarding important cultural and structural aspects of a PLC. Still others sought to create agreement on the ques-tions fundamental to the daily work of PLCs: What should students be able to know and do as a result of this class? How will we know they have learned what was expected, and how will we respond when they do or do not learn what was expected?

The Impact of Reflecting on the Structures of a PLCLike all states, the Louisiana State Department of Education had developed an exhaustive set of standards, but teachers found there simply was not enough time in the school day, school year or a stu-dent’s academic career to ensure mastery of so many standards. Based on the feedback generated during the audit, teachers worked to identify a manageable number of standards—the essential outcomes each teacher would ensure their students learned.

Clarity around the standards created momentum for the development of a balanced and coherent system of assessment. As a result of the audit pro-cess, teachers realized assessment at Fairview School relied almost exclusively on summative assessments.

Reflective Audits Focus School ImprovementA Case Study of One School’s Journey Towards Becoming a PLC


Read more from Dr. Many in the Resources section at www.tepsa.org.

Dr. Tom Many is an author and consultant. His career in education spans more than 30 years.

The teachers worked to develop more frequent and formative assessments that identified which students needed more time and support and guided collab-orative teams towards aspects of their instructional practice that needed improvement.

The faculty embraced common assessments that were more frequent and formative. Teachers began to use assessments created by teams of teachers, connected to the standards and administered at the same time to all students enrolled in the same class, course or grade level. With agreement in place on what stu-dents should learn and how well they had learned it, teachers turned their attention to the creation of schoolwide and systematic pyramids of intervention.

Many ideas were considered as teachers set out to create effective intervention plans. The presence of interventions not only benefited students; it also changed the culture of schools. Imagine students’ re-actions when it became clear that they were required to complete their homework and were required to at-tend tutorial sessions if they were not successful. The interventions conveyed the powerful message that learning was not optional. It was required!

The Impact of Reflecting on the Culture of a PLCAs significant as the structural changes were, the cultural shifts were even more dramatic. When one Fairview teacher was asked what had changed since the PLC initiative had begun, she replied that it was easier to describe what had not changed. She explained, “Gone are the days when I teach/you teach. Now ‘WE’ teach all students no matter what the subject matter.” Another teacher reported relationships were far more professional and focused on student learning. “Our conversations are very different,” she said. “We talk about learning everywhere; in the teacher’s lounge, on the sidewalk before and after school, through emails and phone calls,” she continued. “Our conversations are more focused on how to improve student learning, and we spend much less time complaining.”

The small size of the faculty prompted teachers to create vertical teams. The presence of these collabora-tive teams meant that teachers no longer felt isolated or left to solve problems alone. As the principal remarked, “Our teachers realize they can bring their challenges to a group of fellow teachers and work together.” He continued, “Teachers meet to examine student work and talk about strategies for re-teach-ing. We share a common goal that all our students

will succeed and sometimes that means having to admit something doesn’t work or accepting advice from others. That did not happen before we began working as a PLC.”

The cultural shifts were not confined to the faculty; parents also viewed the school differently. As one staff member reported, “Parents are seeing interven-tions and appreciate the extra time spent with any students who needs extra help. They appreciate that teachers are working together for the good of all stu-dents and realize school is an important part of their children’s lives. Parents see the entire faculty as hav-ing the children’s best interests at heart and support the changes we are trying to make.”

Responding to the Findings of the Reflective AuditStudent achievement improved as a result of the ini-tial audit conducted in 2004. Ten years later, in 2014, Fairview School was designated as a school of Ex-emplary Academic Growth by the State of Louisiana and recognized as one of the best high schools (K-12) in America by US News and World Reports (bronze medal). Reflecting on their practice helped move Fairview School from conversation to action, from theory to practice, from knowing to doing. As teach-ers responded to the audit findings they acquired a deeper understanding of PLC practices, accepted the need for structural changes and committed to devel-oping a collaborative culture.

A reflective audit involves faculty and staff in a process of self-study regarding the important structural

and cultural elements of a professional learning community.

“”


Legal Ease/Kevin Lungwitz

Generally, in Texas schools, supervisors may reasonably reassign personnel within their contractual, employment capacity.1 The vast majority of employment contracts (including yours) contain a reassignment clause that says something like this: “The District shall have the right to assign or reassign the Employee to positions, duties, or additional duties and to make changes in responsibilities, work, or transfers, at any time during the contract term.” If they can reassign you, can they also cut your pay? Are there limits to this authority? The title of the article should tip you off that this is about what they can (or cannot) do to you.

The Anatomy of a Principal’s ReassignmentIt is anecdotally apparent that school districts commonly use the reassignment of an administrator as a punitive employment tool—often to force a resignation—rather than confronting the administrator with a messy and expensive nonrenewal or termination. The scenario might look like this: You have been a successful principal for 10 years. You have many supporters, but a few detractors, which is normal for a mid-manager. You are called to a meeting with your supervisor and the human resources director, who without much warning, tell you there are morale problems on your campus and that you are going to be reassigned. You ask to see the proof. You ask to be able to respond to the concerns or try to fix the problems, but the district will not share the information that leads to their conclusion, nor are they interested in your attempts to salvage your position. You can take the reassignment to “assistant director of bean counting,” or you can resign. The reassignment is a big blow to your career trajectory and is compounded by the humiliation of being removed as the public face and instructional leader of a public school campus—even more so, when this happens mid-year. You now have a tough choice to make: Do you accept the lesser position or do you dust off your résumé and strongly consider resignation?

Doesn’t the district have to give me due process?This is a common question, but in a nut shell, no. This is why reassignment is such a handy tool for upper administration. If they were to propose nonrenewal or termination, they would have to provide some information and you would have a forum in which to legally challenge the move. A reassignment,

especially at the same rate of pay, does not invoke the traditional notions of due process since due process is usually tied more closely to the economic benefits of the contract than anything else. You can request certain documents via the Texas Public Information Act, and you can file a grievance, but this is no substitution for being provided the documents and a legal forum in which to challenge the move. If the district could not unilaterally reassign you, they would have to be more forthcoming about the allegations and the proof. A reassignment (or resignation) might still happen, but as an informed and negotiated resolution. Alternatively, the principal may choose to defend against the nonrenewal or termination.

Why are you singling out principals in the example? Superintendents and principals are the only two positions among Texas school personnel to actually be defined in Texas school law.2 The commissioner of education has said that superintendents are one-of-a-kind and cannot be reassigned.3 A good argument has been made that principals are deserving of the same protection. However, the commissioner disagrees and believes that principals are to be considered generic “administrators,” subject to reassignment to practically any other administrator position.4 The argument against reassignment becomes more difficult as applied to other supervisors and administrators whose positions are not defined in Texas school law. With only a few nuanced caveats, the commissioner has blessed almost every reassignment from one “administrator” position to another.5

Why can administrator reassignments feel more punitive than other professional reassignments?Short answer: Because there is a wider range of “administrator” positions than in other professional categories. The contract says a teacher may be reassigned, but the law says a teacher must remain

Reassignments, Demotions, Pay Cuts: What Can They Legally Do?


legal easeWebinars with Kevin Lungwitz

Free for members! Join Kevin Lungwitz for current education law updates and information on legal hot topics. New 2014-2015 season coming soon! Archived recordings are available 24/7 to all TEPSA members. Visit www.tepsa.org.}

Kevin Lungwitz is TEPSA’s Outside General Counsel.

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. Archives of past columns are available to members in Legal Resources at www.tepsa.org.

a teacher—same with counselor, librarian and nurse. We can reassign these employees to a different campus or a different grade level, but their “professional capacity” must be respected.6 Recall, a superintendent cannot be reassigned. Now, consider the broad and ill-defined “administrator” category. This can encompass associate superintendent, principal, assistant principal, director of special education, assistant director of DAEP, “special assistant to the coordinator of bean counting,” or almost any other administrative position created by the district. The range is wider, and the effect and consequences of a reassignment can be more profound. With the big bucks and the increased prestige of being a high-ranking, high-profile administrator comes the risk that you might be reassigned into a job that looks and feels like a very low-ranking and low-profile administrator, with little warning and no opportunity to defend.

Now I’m depressed, tell me they can’t cut my pay. In that case, you might want to skip this section. Pay should not be cut during the school year and notifications of pay cuts should occur before the 45th day before the first day of instruction. The theory is that you have the opportunity to resign without penalty if you do not like the new salary terms. However, if the school district notifies you (preferably in writing) in the spring that your pay will be cut in the fall, the legal remedies become more problematic—even if this is in the middle of a multi-year contract.7

ConclusionThrough a body of case law, the commissioner of education has expressed no sympathy to the plight of the reassigned administrator. The Jenkins case (see footnote 4) has been recently appealed beyond the commissioner into Travis County District Court. We will let you know when a ruling is issued in that case. While most reassignments are permissible and these cases can be hard to win for the reassigned administrator, this area of the law can be complex and nuanced, especially when pay issues are added to the mix. It is always best to double-check with TEPSA or the legal counsel of your choice when you are involuntarily reassigned or when your salary is reduced and especially before you resign.

Endnotes1Any reassignment that is motivated by illegal reasons is

improper. If the reassignment is in retaliation for protected conduct, it is actionable. Anderson v. Pasadena Indep. School Dist., 184 F.3d 439 (5th Cir. 1999); as is a discriminatory reassignment. See Vela v. Waco Indep. Sch. Dist., 69 S.W.3d 695 (Tex. App. - Waco 2002, pet. withdrawn); Jett v. Dallas Indep. Sch. Dist., 491 U.S. 701 109 S.Ct. 2702 (1989).

2Tex. Educ. Code Sec. 11.201 and 11.202.3Lehr v. Ector County Indep. Sch. Dist., Docket No. 003-R3-0908

(Comm’r Educ. 2008) that, “The position of superintendent is sui generis. There is no administrator position that compares to it.” Lehr, p. 13.

4Jenkins v. Crosby ISD, Docket No. 043-R10-1211 (Comm’r Educ. Dec. 2013) (appeal filed in Travis County District Court, February 2014). In this case, the principal was reassigned to assistant principal. The principal’s contract was for that of “employee,” a designation considered too broad in other commissioner decisions. However, the commissioner unilaterally construed the contract to be an “administrator” contract, and said that the principal could be reassigned to any other administrator position.

5As examples, see these cases: Veliz v. Donna Indep. Sch. Dist., Docket No. 011-R3-999 (Comm’r Educ. 1989) Assistant principal and attendance coordinator are within the same professional capacity. “Petitioner’s 1999-2000 contract was for a ‘certified administrator.’ Both of the positions at issue are encompassed by the professional capacity stated in the contract.” Lehr v. Ector County Indep. Sch. Dist., Docket No. 003-R3-0908 (Comm’r Educ. 2008) Executive director of special education and assistant principal are within the same professional capacity. “Both jobs are responsible administrator jobs.” Perales v. Robstown Indep. Sch. Dist., Docket Nos. 053-R10-104; 084-R3-604 (Comm’r Educ. 2006) Director of Even Start Program and assistant principal are within the same professional capacity. “While the duties and responsibilities are not identical, they are sufficiently similar. Petitioner went from a position that was the equivalent of being the principal of a very small school to being a middle school assistant principal.” Carpenter v. Wichita Falls Indep. Sch. Dist., Docket No. 247-R3-491 (Comm’r Educ. 1993) Science support specialist and assistant principal are within the same professional capacity. “In this case, the contract between the parties provides that the position to which Petitioner was entitled was that of a generic ‘administrator.

6Tex. Educ. Code Sections 21.206 and 21.201.7 Perales v. Robstown Indep. Sch. Dist., Docket No. 052-R10-

104 (Comm’r Educ. 2006) $7,000 pay cut between school years approved.


Reserve hotel early - space fills fast!Stay in the TEPSA room block and ride the TEPSA shuttle.Visit www.tepsa.org for hotels in our block!

Get back to the basics and refocus on the heart of your work - students!

Lots of learning opportunities to get those wheels churning.The staggered schedule ensures you maximize your learning. Sessions begin at 10:15am Wednesday, but early birds can get a head start on the Passport to Prizes game when the Exhibit Hall opens at 9:30am.

Want to start your learning even earlier with an in-depth session + free book? Then sign-up for a Master Class (separate fee applies) with one of your favorite speakers.

Play! It’s essential to learning.Mingle, enjoy snacks and play the Passport to Prizes game during the Summer Celebration Wednesday afternoon in the Exhibit Hall. TEPSA will give away a 2015 Summer Conference registration and a two-night stay at the Austin Renaissance Hotel! Prizes will be announced Thursday at lunch.

Join your peers for a celebration of Texas school lead-ers who make a difference for PreK-8 school children. National entertainer and humorist Vicki Sander-son will emcee the Awards Reception. Admission is included in Summer Conference registration. Hors d’oeuvres and refreshments will be served. A cash bar will be available. Guest tickets may be purchased onsite for $25.

Ready for some Aha! moments? Check out our keynoters!

Colonel Art Athens is Director of the Center for Ethical Leader-ship at the US Naval Academy. Learn the four fundamentals of leadership that will take you from ordinary to extraordinary.Sponsored by Mentoring Minds.

Pedro Noguera is a Professor of Education and Executive Direc-tor of the Metropolitan Center for Urban Leadership at NYU. His re-search focuses on the ways schools are influenced by social and economic conditions, and how to ensure all students succeed.

Maime McCullough, a motivational speaker known as the “I Can Lady,” is the author of I Can. You Can, Too! Get inspired with a renewed passion to help staff and students be their very best.Sponsored by Virco.

Register before May 12 and save!Visit www.tepsa.org.


Don’t miss:• More than 100 timely topic sessions from leading

educators.• Tons of titles and author book signings in the

NAESP Bookstore and Scholastic Book Fair. • The latest educational products and services from

more than 200 exhibitors.

Register at www.tepsa.org.Conference registration includes:•Accessto50hoursofrecordedsessionsviatheLive

Learning Center. Download sessions for portable learning and staff development!

•AdmissiontotheAwardsReception

Member - $359 (Before May 12 - $334) Nonmembers - $598 (Before May 12 - $573)

Registration + Master Class Member with Master Class $518 (Before May 12 - $468)

Nonmember with Master Class $817 (Before May 12 - $767)

Special thanks to our fabulous partners:

Explore a topic in-depth with Master Classes.Wednesday, June 11•8-11am•Separate fee applies. Each session includes a book which you will receive at the Master Class.

A. First Five Days: Building a Culture for Year Long SuccessAlan November, November LearningDiscover a toolset to get your students moving in the direction of empowered, purposeful learning.Book: Who Owns the Learning by Alan NovemberB. Motivating People During Difficult TimesTodd Whitaker, Indiana State UniversityHaving high-energy staff members is critical to the success of every school and district. Learn no-cost ways to motivate your staff!Book: Motivating and Inspiring Teachers: The Educational Leader’s Guide for Building Staff Morale by Todd WhitakerC. STAAR 3Di: Instruct, Implement, ImpactErvin Knezek, lead4wardUnderstand the challenges relating to STAAR and students with special needs and learn how to organize and establish priorities.Book: The Pedagogy of Confidence: Inspiring High Intel-lectual Performance in Urban Schools by Yvette JacksonD. Leadership Tools for School Principals: Organizational Strategies for Survival and SuccessKathy Dodge-Clay, Northside ISDGain an understanding of useful, specific and practical strategies for managing the many duties and tasks you face and ensure student success is always a priority. Book: Leadership Tools for School Principals: Organizational Strategies for Survival and Success by Nelson CoulterE. Rigorous Schools and Classrooms: Leading the WayBarbara Blackburn, Blackburn Consulting GroupGain a set of practical tools to lead the way to en-sure rigorous instruction at your campus and build a strong foundation for student success.Book: Rigorous Schools and Classrooms: Leading the Way by Barbara Blackburn and Ronald WilliamsonF. Giving Feedback that Gets ResultsChristian Rauch, Quantum LearningExplore proven strategies to provide effective feedback to teachers and students that empower, motivate, and support growth. Book: Quantum Learning and Instructional Leadership in Practice by John Parks Le TellierG. A Schoolwide Discipline Plan that WorksThomas Glanton, The Education CompanyMaster your school’s discipline challenges through the development of a schoolwide behavior management program and the administrative support system. Book: Successful Behavior Management by Bert and Betty Jo Simmons with Thomas Glanton

Horace Mann finds another way to partner with youNo one loves to form partnerships with educators more than Horace Mann. It’s why so many school districts welcome our agents into their buildings and why so many teachers take advantage of our insurance and retirement planning expertise.

A new partnership with DonorsChoose.org helps donors find teachers who need financial assistance for classroom projects big and small. Teachers post their projects, donors choose projects to support, and teachers and kids benefit with materials

delivered right to their schools. Now that’s a partnership that can help everyone.

Contact your local agent today or visit horacemann.com

Challenge your thinking with sessions by featured speakers. Todd Whitaker, Alan November, Barbara Blackburn, Christian Rauch, Ervin Knezek, Adam Saenz and Pam Allyn share the latest educational strategies and best practices.


Association News

TEPSA is working with NAESP to assemble a group of professionals who are in their first or second year of their principalship to participate in a National Panel of Early Career Principals.

Here’s How It WorksEarly career principals are either nominated by a fellow administrator, or they can submit their own names directly to NAESP. Participants remain on the panel until the end of the second year of their principalship.

Each month, participants will be invited via email to answer a few brief questions. The total time commit- ment each month is five minutes or less. Each time they participate, they will receive a $10 gift certificate to shop in the National Principal Resource Center.

Non-members will also earn a free NAESP membership by responding for at least six months. Plus, we’ll send participants a monthly summary of their peers’ best thinking on the topic of the preceding month!

Who Qualifies • You must be a first- or second-year principal. • Thoughtful, articulate • TEPSA and NAESP members and non-members are welcome.

How to NominateEmail Ann Henley at [email protected]. Include the nominee’s name, school and contact information.

Nominations are accepted year-round.

Special Invitation for Texas Early Career Principals

Register by August 28 and save! Member - $262 (Register by August 28 - $212)Nonmember - $322 (Register by August 28 - $272)Registration includes Monday’s lunch.

Make your reservations directly with the Austin Omni Southpark Hotel:4140 Governors Row • 512-448-2222TEPSA room rates: $108 single; $148 double; $158 triple; and $178 quadCut-off date: September 7

Gain new skills and tools to maximize your leadership potential.

In-depth workshop sessions focus on topics that matter most to you in your role including:•Teacher supervision to ensure student success•Effective communication•Behavior management•Technology•Time management•Practical advice from veteran administrators•Legal updates for administrators

Assistant Principals ConferenceSeptember 28-30 | Austin Omni Southpark

Visit www.tepsa.org for more information.


We lend a hand so you can pay attention to the things that matter most in your school.

NAESP and TEPSA have your back.

• We’re your greatest advocate in Washington DC, with a direct line to the Department of Education. We influence legislation that directly affects Texas principals.• Your membership includes a subscription to Principal® magazine, the most respected school leader publication.• The Center for New Principals gives you access to a national network of early career principals, as well as tips and tools for new leaders. • You also receive ready-to-send topical handouts for parents in English and Spanish, easily available online.

For an added $10 a month, you can increase the value of your TEPSA membership and access the national resources of NAESP for a combined membership of only $475.

Join today by visiting www.tepsa.org.

Discover how membership in NAESP and TEPSA can help you, your teachers—and your school—succeed.

I became a principal to make a difference in the lives of children.NAESP and TEPSA provide me the support I need to make their dreams come true.

NAESP_TEPSA_FP.indd 1 1/27/14 2:18 PM


Tech Lab/Trae Kendrick, Ed.D.

Dr. Trae Kendrick is TEPSA’s Chief Learning Officer.

Read more tech tips in the Resources section at www.tepsa.org.

andLearnLunch

Free for members! Visit www.tepsa.org for more information.

New season kicks off on September!

May 7: Keep Kids Reading All Summer Long Lariza Liner shares how to implement a summer reading program that is fun for students and produces results. Sponsored by Scholastic Book Fairs.

Summer is just around the corner! Share these apps with your teachers and students to help boost summer reading:

Scholastic Reading Timer (https://itunes.apple.com/us/app/scholastic-reading-timer/id520196131?mt=8): Becoming a good reader takes practice, and this free app encourages reading practice every day. It also makes reading fun! The app features a stopwatch where students watch their reading minutes add up and also a weekly log for recording reading time. Additional features include daily tips, articles and booklists for parents.

Storia (https://itunes.apple.com/us/app/scholastic-storia/id491014756?mt=8): This free, award-winning app is a digital school book fair. The app downloads with five free ebooks, and then offers a variety of books for additional purchase. Features included are a Read-to-Me, a dictionary, highlighting and notetak-ing, and reporting for parents. Many books available

for purchase also have built-in activities to engage and strengthen a child’s reading.

Ruckus Reader (https://itunes.apple.com/us/app/crayola-ruckus-reader/id515252253?mt=8): This app from Crayola is designed for children ages 2-10. The app features two types of digital content aimed at helping children become better readers: iReaders, which are interactive ebooks and ReadAlongs, which are eBooks with voice over narration. The books are available individually for purchase. Additionally, the app offers Ruckus Reports which are weekly snap-shots noting time spent reading and lessons included with each ebook.

I Like Books (https://itunes.apple.com/us/app/i-like-books-37-picture-books/id460795092?mt=8): This app is an oldie, but a goodie. For just $1.99, you’ll add 37 picture books to your child’s library. The app is geared for children ages 0-6 and features include add your own voice; click on any word and hear it read again; and three playback modes.

Curriculet (http://www.curriculet.com/blog/): This one is technically not an app, but it still needs to be on the list. Curriculet is a digital reading platform accessible on any browser-enabled device. Translated, if you can access the Internet, you can use Curricu-let. With this reading platform designed for older students, teachers can edit, create, teach, and share books for summer reading.

Summer Reading with an iPad

AcademyAccess Passe

One fee trains you and your entire campus to integrate iPads into instruction!

• Unlimited 24/7 access to recordings for all campus staff. Webinars start in August.• Members $499; Nonmembers $699• You can pay with this year's budget or next year's budget. Register at www.tepsa.org.


Get off campus, learn from state and national education experts, and share best practices with peers!

eAcademy Access PassiPad training for your entire campus for less than $500!* Features 10 ninety-minute webinars and 24/7 access to recordings. Webinars start in August.

STAAR Series One campus fee; 24/7 access to recordings!

Accountability 2014: Some of the Same, A Lot of New May 6 | 10-11:15 am (Central)Connect accountability performance and assessment data to instructional leadership in order to impact stu-dent performance.Facilitated by John Fessenden, lead4ward

Also available for purchase:• Enhance Student Progress on Index 2• Math in Motion: New Math TEKS for Leaders

Legal Ease Webinars Free to members! Kevin Lungwitz, TEPSA’s General Counsel shares current legal information. Sample top-ics include protecting yourself during testing season, handling parent complaints, and dealing with em-ployee/human resource issues.

Lunch & Learn Webinars Free to members! The first Wednesday of every month, September-May.Explore timely professional topics including class-room rigor, accountability, discipline, teacher per-formance and evaluation, and much more!

*Denotes member fee

Stay on campus, tune in to live webinars or access recordings at your convenience, and train your staff!

Plan for professional development with an elementary focus designed specifically for you and your staff: Affordable, accessible, and always on target!

Summer Conference June 11-13 | Austin Renaissance HotelExplore the FUNdamentals of leadership and cel-ebrate the principalship at the annual gathering of the year for Texas PreK-8 school leaders! Registration includes access to 50 hours of recorded content.

Assistant Principals ConferenceSeptember 28-30 | Austin Omni Southpark HotelGain new skills and tools to maximize your leadership potential. Engage in targeted hands-on learning. Net-work with peers and get tips from veteran principals!

Student Council WorkshopsFall dates and locations vary.Students and advisors learn to create a dynamic stu-dent leadership team.

TEPSA District MeetingsFall dates and locations vary.Stay current on education news and connect with your peers.

Ready from the STAART! K-2 Learning ConferenceComing this fall. Stay tuned for details.

TEPSA Tour 2014 The latest STAAR training for you and your teachers:Oct 21 Houston/Harris Co Dept of EdNov 5 Grapevine Convention CenterNov 6 Lubbock Overton HotelNov 12 San Antonio Omni Colonnade

Visit www.tepsa.org for the most current information on all learning opportunities.

Connect with TEPSA on social media.


TEPSA District Events

May08 District 03 Meeting: 11:30am-1pm @ The Pump House, Victoria Secretary Appreciation Information: Pam Weathersby, [email protected]

District 17 Meeting: 11:30am-1pm @ Lakeridge Country Club, Lubbock Presentation: Personalities in the Workplace Information: Ann Callaway, [email protected]

TEPSA leaders visited US Congressmen on Capitol Hill earlier this spring. Front row (left to right): Senator Ted Cruz, Scot Clayton, Anita Jiles, Belinda Neal, Vic Eugenio and Mark Terry. Back row (left to right): Casey Neal, Harley Eckhart and Senator John Cornyn.

Horace Mann finds another way to partner with youNo one loves to form partnerships with educators more than Horace Mann. It’s why so many school districts welcome our agents into their buildings and why so many teachers take advantage of our insurance and retirement planning expertise.

A new partnership with DonorsChoose.org helps donors find teachers who need financial assistance for classroom projects big and small. Teachers post their projects, donors choose projects to support, and teachers and kids benefit with materials

delivered right to their schools. Now that’s a partnership that can help everyone.

Contact your local agent today or visit horacemann.comPlease visit TEPSA partners during Summer Conference or online at www.tepsa.org.

TEPSA members represent Texas school leaders on new principal standards and appraisal committee at the State Capitol. From left to right: Nancy Tovar, Duane Trujillo, Michelle Elliott, Gene Morrow, Nneka Bernard, Texana Turner, Christina Hopkins and Mark Terry.

Connect with TEPSA:


Look to Horace Mann for knowledgeWhen it comes to retirement and insurance planning, could you use help?

Count on your local Horace Mann representative to patiently answer your questions and help you understand what is needed.

Wonder if that’s what Sir Francis Bacon had in mind centuries ago when he coined the phrase “Knowledge is power?”

For more information, contact your local agent or visit horacemann.com.

501 East 10th StAustin, TX 78701800-252-3621www.tepsa.org

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Watch your mail in June for the

first membership renewal form or

renew now at www.tepsa.org.

Students Reap Benefits in Small ClassesAdditional information available at www.tepsa.org or 800-252-3621.

Calendar/Deadlines• New Webinar! Accountability 2014: Some of the Same, A Lot of New May 6, 10-11:15 am (Central)Register your campus at www.tepsa.org.

• Summer Conference is June 11-13. Hotelblockfillsfast-reserveearly!Visit the Summer Conference page at www.tepsa.org for TEPSA hotel block.Early bird rate ends May 15.

• Recognizeoutstanding school leaders in your TEPSA District. Don’t miss the Awards Reception, Wednes-day, June 11. Admission included with Summer Conference registration.

• Schedule a Student Council Workshop this fall in your area. Email [email protected].

• Assistant Principals Conference (formerly C.A.M.P. TEPSA) is September 28-30 at the Austin Omni Southpark Hotel.

• TEPSA Tour 2014: Oct 21 Houston/Harris Co Dept of EdNov 5 Grapevine Convention CenterNov 6 Lubbock Overton HotelNov 12 San Antonio Omni Colonnade

TEPSA Highlights

Teachers Are More Effective and Students Learn More

Please recycle your TEPSA News copy.

In a new National Education Policy Center brief on class size, Northwestern University Professor Diane Whitmore Schanzenbach cautions that “Money saved today by increasing class sizes will result in more substantial social and educational costs in the future.” Schanzenbach’s report further supports the evidence that student achievement, especially for low-income and minority children, significantly increases in smaller classes. Additionally, class size is an important determinant of broader life outcomes including juvenile criminal behavior, teen pregnancy, high school graduation, and college enrollment and completion. Students who attend small classes tend to do better than their peers across these indexes.

Teachers are also more effective in smaller classes because they are able to 1) closely monitor student learning, 2) re-teach using alternative strategies when students did not learn a concept, and 3) maintain critical personal interactions with students.

Read the full report “Does Class Size Matter” at http://nepc.colorado.edu/files/pb_-_class_size.pdf.

Source: Schanzenbach, D.W. (2014). Does Class Size Matter? Boulder, CO: Na-tional Education Policy Center. Available at http://nepc.colorado.edu/publication/does-class-size-matter.

2014 tepsa may june news

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