2014 tepsa september/october news

Serving Texas School Leaders September/October 2014 Vol. 71, No. 5 www.tepsa.org

Texas Elementary Principals & Supervisors Association

Inside

TEPSA News

Best Practices with Tom W. Manypage 8

State Schools of Character Application Deadline: December 1

Implications of the Recent Influx of Migrant Children

Tech Lab with Trae Kendrickpage 18

Mistakes Leaders Make with Grant Simpsonpage 7

Legal Ease with Kevin Lungwitzpage 12

Applications for the State Schools of Character (SSOC) Award are due December 1. The award rec-ognizes schools and districts that demonstrate outstanding char-acter education initiatives based on the 11 Principles of Character Education that yield positive results in student behavior, school

climate and academic performance. From curriculum integration to extra-curricular activities, from par-ent and community partnerships to staff development, the 11 Principles of Effective Character Education offer fundamental guidance for educators to maximize their charac-ter education outcomes.

State winners advance to compete in the National Schools of Charac-ter (NSOC) award program which will be awarded by the Character Education Partnership in May.

Access 11 Principles of Character Education resources and apply for SSOC at http://bit.ly/SSOCaward.

While the future of more than 57,000 unaccompanied children who have been caught crossing the U.S. border in recent months is debated on the state and national political scene, educators may be wondering what kind of implications the children pose for Texas schools. Undoubtedly, some of these children have or will enroll on your campuses. At press time, the Texas Education Agency has not issued any guidance, but we will notify you as information becomes available.

Under federal law, all children are entitled to a free public education regardless of their immigration status. Guidance recently issued

by the federal government includes a fact sheet and a FAQs document that outline the types of documentation that districts may request for proof of residency, particularly as it pertains to homeless students. (See resources in right column). The documents are available in English and Spanish.

The September Instructional Leader includes an article outlining how school leaders can prepare and commit to serve all homeless students who enroll in the state’s public schools. The definition of homelessness used by the U.S. Department of Education to determine eligibility for the rights and protections ► page 4

ResourcesInformation on the Rights of All Children to Enroll in School: Questions and Answers for States, School Districts and Parents (USDE and USDOJ)http://bit.ly/childrenrights

Fact Sheet: Information on the Rights of All Children to Enroll in School (USDE and USDOJ)http://bit.ly/righttoenroll

“Protecting and Serving Homeless Students”by Melissa Heltenburg and Randy Hendricks, EdD(Instructional Leader) http://bit.ly/homelessresources

Q & A: Children at the Border (New York Times) http://bit.ly/nytborderkids

Migrant Students Experiencing Homelessness: Rights & Services Under the McKinney-Vento Act: http://bit.ly/ncheresources

• Real-time online progress monitoring to evaluate student progress on 100% of the content standards

• Total Motivation Math – You get both! Your Student Edition and Teacher Edition in books and online!

• Revised to provide teachers with the resources needed to effectively implement the NEW TEKS

• Greater rigor, depth, and complexity to meet varied student needs and ability levels

800.585.5258mentoringminds.com

Success Now with the New Math TEKS

Call and order today!

INTRODUCING

TEPSA News www.tepsa.org 3

TEPSA President/Belinda Neal, EdD

Region Presidents Dianabel Gómez-Villarreal La Joya (1) Annette Sanchez Beeville (2) Laura Longoria Victoria (3) Christina Hopkins Fort Bend (4) Paul Shipman, EdD Beaumont (5) Leah Russell Navasota (6) Tana Herring Elkhart (7) Missy Walley Chapel Hill (8) Stacey Darnall Burkburnett (9) Pam Mitchell Coppell (10) Ronnita Carridine Fort Worth (11) Wendy Haider Killeen (12) Martha Werner Round Rock (13) Kim Jones Clyde (14) Lynn Schniers San Angelo (15) Reagan Oles Claude (16) Ann Callaway Meadow (17) Tanya Bell Midland (18) Michael Mackeben Clint (19) Graciela Martinez Edgewood (20)TEPSA regions 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 Belinda Neal, EdD President, Lindale Eddie Damian President-Elect, Fort Bend Nancy Tovar First Vice President, El Paso Manuel Gonzales Second Vice President, Frisco Yolanda Delaney Secretary, Canyon Victorius Eugenio NAESPRepresentative,Mansfield Harley Eckhart TEPSA Executive Director

Standing Committee Chairs and Vice Chairs Pam Mitchell Advocacy Chair, Coppell Lisa McLaughlin Advocacy Vice Chair, Deer Park Stacy Davis Membership, Marketing & PR Chair, Frenship Nayeli Carriaga Membership, Marketing & PR Vice Chair, Sharyland Lauri Schroeder Programs & Services Chair, Elgin Sue Wilson Programs & Services Vice Chair, Longview Dianne Timberlake Special Committee on Elections, Hardin-Jefferson Sharon Wright Nominating Committee Chair, Plainview Scot Clayton Nominating Committee Vice Chair, Henrietta

Texas Elementary Principals & Supervisors Association Congratulations on beginning another great school year! I’m sure you are already experiencing many moments where celebratory phrases such as “give me five” are needed. Below are “my five” that have impacted my leadership.

First, I’ll start with the thumb, which is closest to your heart. Always lead with your heart. We must strive to keep a bal-ance between our personal and profes-sional lives. My priorities will always be my faith, my family and my friends. When we make time for those closest to us, we have more of ourselves to give to our profession.

Next, the pointer finger reminds us that the main point of what we do is building relationships with our students. They may not remember what we taught them, but they will always remember how we made them feel.

The tallest finger reminds us to always stand tall. There’s an old saying, “If you don’t stand for something, you’ll fall for any-thing.” As a leader, I believe you must clearly communicate your vision and revisit it often until it becomes the culture of your school. Our schools must be happy, positive places where we cel-ebrate kids. In leadership positions, we are often faced with the unpleasant task of difficult conversations. We must remember that what’s easy for grownups is not what’s best for kids, and we must stand tall and not be afraid to lead.

The next finger is known as the weakest finger which has the hardest time being raised alone. We must be aware of our own weaknesses and those of our team. We can then hire great people with strengths to make up for those differences. We must also be aware of the children and staff members who may be experienc-ing difficulty in their lives. To be a true servant leader, we must be sensitive to what’s going on around us. Understanding those weaknesses can help us help kids.

And finally, the little finger. In a time where high-stakes testing and accountability may overtake our focus, we must never lose sight of the things that truly matter. Test scores don’t define who our kids really are or show us when teachers are connecting with kids and

planting seeds of success that will last a lifetime. Celebrate the little things our teachers and kids accomplish every day. It’s amazing what happens when we simply smile at a child and say, “I believe in you.”

Keep focusing on the little things that we can do to make a big difference. I applaud YOU, and I give YOU a high five!

Keep cheering for children!

• Real-time online progress monitoring to evaluate student progress on 100% of the content standards

• Total Motivation Math – You get both! Your Student Edition and Teacher Edition in books and online!

• Revised to provide teachers with the resources needed to effectively implement the NEW TEKS

• Greater rigor, depth, and complexity to meet varied student needs and ability levels

800.585.5258mentoringminds.com

Success Now with the New Math TEKS

Call and order today!

INTRODUCING

4 www.tepsa.org September/October 2014

News BriefsCorporal Punishment Ban

Teaching Channel VideosInspire your teachers to think outside the box by sharing Education Week’s page which features a weekly selection from the Teaching Channel. The high-quality videos on effective teaching practices are available at http://www.edweek.org/tm/section/teaching-channel/index.html. A sampling of topics available include:•TheWingman:EngagingReluctantStudents•TheBuildingBlocksofProject-BasedLearning•UsingVideotoImprovePractice•HigherOrderQuestions:APathtoDeeperLearning

Source: Education Week

National School Leader Standards RevisedLastupdatedin2008,theInterstateSchoolLeadersLicensureConsortium(ISLLC)modelstandardsvoluntarilyusednation-wide to prepare and evaluate school leaders (including princi-pals, their supervisors and superintendents) have been revised and are expected to be released in October. The revision aims to reflectthechangesthatthejobandroleoftheschoolleaderhaveundergone in the past decade, and to clarify responsibilities and expectations within the different landscape of today’s schools.

Source: Superville, D. R. (2014, July 8). “Major revisions underway for school leaders’ standards.” Education Week. Vol. 33. No 36. p. 9. Available at http://www.edweek.org/ew/articles/2014/07/09/36leaders.h33.html.

Get your teacher team ready to explore de-velopmentally appropriate assessments that lead to sound instructional practices for K-2 at lead4ward and TEPSA’s one-day workshop on

building a strong foundation in the early years.

Fall workshop at the San Antonio Omni

Colonnade:November 18 or 19Spring workshop at the

Irving Convention Center:April 8 or 9

Stay tuned for updates at www.tepsa.org.

► Migrant Children from page 1

ELLevate LearningPresented by John Seidlitz, Seidlitz Education and Ervin Knezek, lead4ward

Join us for this two-part webinar series focused specifically on K-8 English Language Learners

October 20 & 28 | 9:30-11am (Central)• Connecting the Dots: Making Sense of ELL

Data, Part 1• Talk, Read, Write: Instructional Implica-

tions for ELLs, Part 2

Registration provides campus access to archived recording. Registration closes October 16. Member $199; Nonmember $299 Register at www.tepsa.org.

afforded by the EducationforHomelessChildrenandYouthprogram includes students who are living in shelters or with friends or relatives due to their migratory status.

Visitthearticlesbelowforagreaterunderstandingofwhothesechildren are, where they come from and what happens to them when they arrive in the U.S.

Additional Reading• 70,000 Kids Will Show Up Alone at Our Border This Year.

WhatHappenstoThem?(MotherJones):http://bit.ly/migrantkids2

• BorderCrisisPutsSpotlighton2008ImmigrationLaw(TexasTribune):http://bit.ly/bordercrisis2

• Disease Threat from Immigrant Children Wildly Overstated (Texas Observer): http://bit.ly/immigrantkids

Sources: Maxwell, L. A. (2014, July 28). Education Week Learning the Language Blog: “For schools with child immigrants, What resources are available?.” Education Week. Available at http://blogs.edweek.org/edweek/learning-the-language/2014/07/for_districts_bracing_for_infl.html.

Maxwell, L. A. (2014, May 8). Education Week Learning the Language Blog: “Feds to districts: Policies must not chill enrollment of immigrant students.” Education Week. Available at http://blogs.edweek.org/edweek/learning-the-language/2014/05/feds_warn_districts_to_avoid_p.html.

A measure that would ban corporal pun-ishment in public schools nationwide has been introduced in Congress. A congres-sional committee will consider the bill before possibly forwarding it on to the HouseorSenateasawhole.TheEnd-ing Corporal Punishment in School Act would force the 19 states which still allow paddling in schools, including Texas, to halt the practice immediately.Source:NewsRadio1200WOAI.(2014,July14).“Measure would ban corporal punishment in Texas schools.” Available at http://www.woai.com/articles/woai-local-news-sponsored-by-five-star-cleaners-119078/measure-would-ban-corporal-punishment-in-texas-schools-12560136/.

New Webinar Series!

Ready from the STAART! K-2 Learning Conference


The U.S. Department of Education (USDE) has announced a ma-jorshiftinthewayitoverseestheeffectivenessofstates’specialeducation programs. Aimed at improving the educational out-comesofAmerica’s6.5millionchildrenandyouthwithdisabili-ties, the new framework includes educational results and out-comes for students with disabilities in making each state’s annual determination under the Individuals with Disabilities Education Act (IDEA). IDEA requires USDE to make annual decisions for states in four categories: meet requirements, need assistance, need intervention or need substantial intervention. Under the newframework,knownasResults-DrivenAccountability(RDA),andbasedonbasedon2012-13data,Texaswasdeterminedto“needintervention.”Seehowotherstatesfaredathttp://www2.ed.gov/fund/data/report/idea/2014-chart-1.pdf.Source: U.S. Department of Education. (2014, June 24). “New Accountability Framework Raises the Bar for State Special Education Programs: Determines State Performance Under Individuals With Disabilities Education Act (IDEA). Available at http://www.ed.gov/news/press-releases/new-accountability-framework-raises-bar-state-special-education-programs.

News BriefsNew Federal Accountability Framework Commissioner Extends Teacher,

Principal Evaluation and Support Systems PilotCommissioner Williams has sent a letter to U.S. Secretary of Education Arne Duncan seeking an extension of the state’s waiver from the Elementary and Secondary Education Act (ESEA). In the letter, he also notified Secretary Duncan that the state would be adding an additional year to the pilot program for the new teacher and principal evaluation and support systems. The evaluation systems will be piloted in school districts andchartersbeginninginthe2014-2015school year. Commissioner Williams has decided to extend the pilot operation of the two systems for an additional year to allow time for system refinement before statewide implementation.

LearnmoreaboutFinalAdoptionofNew Teacher and Principal Standard at http://www.tea.state.tx.us/index4.aspx?id=25769814373.Source: Texas Education Agency. (2014, July 23). “Commissioner Williams seeks extension of ESEA waiver and extends teacher, principal evaluation and support systems pilot.” Available at http://www.tea.state.tx.us/news_release.aspx?id=25769814427.

StuCo 2014: Leading the Way Around TexasLeaders ‘ ’ UsTM Student Council Workshop ScheduleR

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Honor Excellence in the ProfessionRecognizeoutstandingschoolleadersbynominatingthemforanaward through the TEPSA Awards Program including:• National Distinguished Principal• National Assistant Principal of the Year• RegionTEPSANsoftheYear• RegionAssistantPrincipalsoftheYear

Learnmoreandnominatesomeonegreatathttp://www.tepsa.org/?Awards.


Current ResearchPreventing Bullying in Schools: Training EducatorsStudy: Why Rural Matters

According to the study “Why RuralMatters”bytheRuralSchool and Community Trust, the nation’s rural schools are serving increasing numbers of low-income, minority and special education students. The study, which focused on education, so-cioeconomic factors, funding, and policy data from each state during the2010-2011schoolyear,shows:•About three percent of rural

students are English-language learnersand13percentqualifyfor special education.

•More than two in five rural stu-dents live in poverty and one in eight has changed residence in the previous year.

Source: Mader, J. (2014, May 19). “Rural schools increasingly diverse, low-income.” Education Week’s Rural Education Blog. Available at http://blogs.edweek.org/edweek/rural_education/2014/05/rural_schools_growing_in_diversity_poverty.html?cmp=ENL-EU-NEWS2.

TheAmericanEducationalResearchAssociationreport“PreventionofBullyinginSchools,Colleges,andUniversities:ResearchReportandRec-ommendations” presents practical short- and long-term recommendations to help educators address and prevent bullying on their campuses. The peer-reviewed report, presented as a series of 11 briefs, addresses legisla-tive, policy, and procedural matters including:• LookingBeyondtheTraditionalDefinitionofBullying• BullyingandPeerVictimizationAmongVulnerablePopulations• Gender-RelatedBullyingandHarassment:AGrowingTrend• LegalRightsRelatedtoBullyingandDiscriminatoryHarassment• Improving School Climate: A Critical Tool in Combating Bullying• Students, Teachers, Support Staff, Administrators, and Parents

WorkingTogethertoPreventandReduceBullying

Thereportisavailableathttp://www.aera.net/Portals/38/docs/News%20Release/Prevention%20of%20Bullying%20in%20Schools,%20Colleges%20and%20Universities.pdf.

Source: American Educational Research Association. (2013). Prevention of bully-ing in schools, colleges, and universities: Research report and recommendations. Washington, DC: American Educational Research Association.

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Mistakes School Leaders Make/Grant W. Simpson, PhD

Delusion of UniquenessMy career began in special education. I was a trooper in the first wave of resource teachers infused into schools to help mainstream students with special needs.Regulareducationteachersweregettingpro-fessional development on helping students succeed. Special educators were coached on how to assist classroom teachers who might be resistant to the change. In that role, I learned about the “delusion of uniqueness,” largely to understand what might be going on in a child’s head, especially when struggling with learning or life events. For example, children going through divorce often feel, “I am the only one going through this.” Or worse, “I’m the reason myparentsaregettingdivorced.”Helpingwiththismeant dispelling the delusion, most often by eliciting similar experience from others.

This was a very bumpy road and that delusion of uniqueness kicked in with the adults as well. I recall a tough fifth grade teacher named Maude. The more we interacted, the clearer it became that Maude didn’t like kids, especially disruptive boys. So emotionally disturbed, acting out, “won’t work” Greg incurred her wrath throughout the day. While I preferred co-teaching in the classroom and not pulling kids out, both Greg and I needed relief from Maude. I began to think, “No one is dealing with someone this difficult!” Fortunately, I had two backups for my delusion. The first was a very supportive team. We spent our plan-ning time debriefing interactions and interventions, and brainstorming new strategies for hard situations. Second, the resource teachers met monthly for pro-fessional development in which we were encouraged to bring our biggest challenges. In these sessions, we would role play the case and get feedback on our behavior with regard to body language, facial expres-sions, word usage and tone. We practiced how to ap-pear calm and supportive, even under direct attacks.

We learned that others were handling very similar problems and we had a safe venue for discussing con-fidential matters. We honed consultation skills that would serve me well throughout my career.

So why bring the delusion of uniqueness into the leadershiparena?Whatisthemistakehere?Fordecades researchers have documented the duties, ex-pectations, pressures, demands and daily challenges faced by school leaders. This scrutiny has repeatedly affirmed that the principalship can be a very lonely job.Yourjam-packeddaysrequireconstantthink-ing on your feet and applying “fixes” that range from bandaids to implementing well-rehearsed crisis plans. So much of the daily drama is not for public con-sumption and needs the protection of confidentiality. While larger schools may have an administrative staff that can share and process these events, many cam-puses have leaders who operate in near isolation with limited opportunity to process with other profession-als.Exaggeration?Idon’tthinkso.Ripeopportunityfordelusionofuniqueness?Youbet!

A principal told me of a new family that had moved to her school from another state. Both of the children had severe problems. The five-year old’s speech was unintelligible and would require intensive therapy not available at the campus. The third grader came with an ED label and from day one had violent out-bursts of behavior that damaged property, hurt others and posed a non-stop safety issue. The mother and stepfather were very supportive, but his construction jobwasoutofthecity,andtheyonlyhadonevehicle.So my principal friend drove and picked the mother up, when they needed assistance in calming the child. This went on daily for weeks. After one particularly harrowing incident, the mother sat crying in the of-fice and said to the principal, “You know I ► page 14


Best Practices/Tom W. Many, EdD

Schools routinely trumpet the launch of their one-to-one laptop initiatives or the equipping of every classroomwiththelatestSMARTboardtech-nologies. I wanted to understand the impact these technology initiatives were having on teaching and learning and so I enlisted the help of Bill Ferriter, a nationally recognized expert on this important topic. In a wide-ranging conversation, Bill shares some of his thoughts on the relationship between teaching, learning and technology.

Tom: Some argue that schools need to expose students to technology in order to better prepare them for the 21stcentury.Canyoushareyourthoughtsonthatidea?

Bill: The students who succeed in tomorrow’s world will be those who learn to filter, manage and evaluate information in increasingly complex literate environ-ments. What’s more, the students who succeed in tomorrow’s world will be those who can build knowl-edge together through cycles of collaborative dialogue and who are skilled at solving problems. Finally, the students who succeed in tomorrow’s world will be those who can influence and persuade those around them. That should be good news to teachers and schools because those skills—evaluation, persuasion, collaborative dialogue, problem solving—are skills that teachers are already comfortable with and believe in.

The difference is that technology makes it possible to for everyone to efficiently wrestle with those skills on a more regular basis. So in a sense, I guess that expos-ing students to technology matters—but only because it will enable every kid to develop fluency with the skills that once only mattered to the small handful who were headed to college. Divorced from those skills, however, exposing students to technology is somewhat pointless.

Tom: One of the most consistent arguments I hear is that technology motivates kids.

Bill: The notion that technology increases a student’s motivation to learn is fundamentally flawed. While it is true that today’s kids are comfortable with technology, being comfortable with technology is not the same as being motivated by it. Sean Crevier—a business teacher in the Greater Chicagoland area—probably said it best when he argued that today’s kids are no more motivated by technology than they are by their shoes and socks. To kids, technology is functional, not fantastic.

What really motivates today’s students are meaning-ful learning experiences built around the chance to do work that matters. For example, the kids in my class-room are the most motivated when they are fighting global poverty or raising awareness about the sugars in the everyday foods that we eat. While technology serves as an accelerant in both of these examples, the specific technology that we use is irrelevant, or at least incidental, to the student’s experience.

Longstoryshort:Realpowerrestsintheheartsandminds of teachers who are working together to design lessons that introduce students to required content and skills while they are solving real-world problems together.

Tom: Another reason offered in support of the ex-panded use of technology in the classroom is that it results in higher levels of student engagement.

Bill: I’m not a big fan of the belief that we should use technology to engage students because it suggests that technology alone can overcome poorly designed lessons. In fact, I’d argue that using technology to sweeten boring lessons is a lot like drowning Cheerios

In Celebration of Teaching Geeks A Conversation with Bill Ferriter

“The best 1-to-1 device in the classroom is a great teacher. It’s the teacher, not the technology that makes the difference.”

-AndrewMarcinek,2014


in sugar: Today’s students are savvy enough to know that you are still serving Cheerios.

I’d even go as far as to say that trying to use technol-ogy to engage students is inadvertently insulting to kids because “engaging students” still fundamentally suggests that we are trying to teach our content and our skills without any effort to listen to the voices of the learners in our classrooms.

Howwouldinstructionchangeifourprimarygoalwas to empower—instead of engage—our learn-ers?Thebeautifulpartoftechnologyisthatitmakesit possible for anyone to ask and answer their own questions and to work together to wrestle with knotty problems. Shouldn’t we be designing lessons that show students how to actually leverage the learning potentialinthedevicesthatsurroundthem?

Cheat Sheet: What do you want kids to do with technology? By Bill Ferriter The Tempered Radical blog.williamferriter.com @plugusin.

Tom: I am told that technology encourages kids to engage in higher-level thinking. In what ways does technologyincreasetherigorofclassroomlessons?

Bill: Technology is never rigorous. Tasks are. When we spend time focused on the tools kids are using instead of the tasks that they are wrestling with, we inevitably end up failing ourselves, our communities and our kids. Does technology make it possible for teachers to effectively and efficiently design, develop anddelivermorerigorouslessons?Sure.Butuntilwe center our collective attention on tasks instead of tools, we’ll never increase the rigor of classroom instruction.

Tom: I appreciate you sharing your thoughts on the relationship between teaching, learning and technol-ogy. The consistent message is that the quality of the teaching, not the technology, is what matters most. In closing,isthereanythingelseyouwouldliketoshare?

Bill: I guess I would like to close by saying again that there is no substitute for good teaching. In order to better prepare today’s students for tomorrow’s world, it is far more important to have a school full of learning-savvy teachers than tech-savvy teachers. The folks driving meaningful change in the classroom through the innovative use of digital tools aren’t tech geeks, they are teaching geeks.

A nationally recognized expert on the use of technology in the class-room, Bill Ferriter is a highly suc-cessful author and presenter, an accomplished blogger, a one-time RegionalTeacheroftheYearinNorth Carolina, and a senior fellow intheTeacherLeadersNetwork.Heproudlychecksallthose accolades at the door every morning, however, whenhewalksintohissixthgradeclassroom.VisitThe TemperedRadical (http://blog.williamferriter.com) or follow Bill on Twitter @plugusin.

Dr. Tom Many is an author and consultant.Hiscareerineducationspansmorethan30years.

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


Joinassistantprincipalsfromacross the state to strengthen your instructional leadership capacity

and prepare for the principalship.

“I found this conference extremely relevant to my

current concerns and needs.” -2013attendee

Register by September 4 - save! Member-$262(RegisterbySeptember4-$212)

Nonmember-$322(RegisterbySeptember4-$272)Registration includes Monday’s lunch.

Make your reservations directly with the Austin Omni Southpark Hotel:4140GovernorsRow 512-448-2222TEPSAroomrates:$108single;$148double;$158triple;and$178quadCut-off date: September 7

Assistant Principals ConferenceSeptember 28-30 | Austin Omni Southpark

Register online at www.tepsa.org.

Learn to create a shared vision of high expectations and implement a rigorous instructional program to ensure student success. Plus network with peers and get tips from veteran principals!

Conference Schedule and WorkshopsSunday, September 282:30-3:30pm Registration

3:30-6pm How Full is Your Bucket? Dr. Kathy Dodge-Clay, Principal, Northside ISDGo beyond recognition and praise to learn how a bucket filling culture cantransformyourschool.Helpstaffandstudentsenhanceconnections,build success and have a lot more fun!

Monday, September 298-8:30am Coffee

8:30-11:30am How to Be an Expert in Instruction in Three Simple Steps Sean Cain, Author of Fundamental Five and Founder of Lead Your SchoolMaster the three specific steps for becoming an expert in coaching for better instruction.

11:45am-12:45pmLunchandTableTalk:Joinintabletopicdiscussionstobrainstorm and share solutions that work!

1-4pm Staying in the Schoolhouse and Out of the Courthouse Kevin Lungwitz, TEPSA General Counsel, Lungwitz & Lungwitz, PC Stay out of legal trouble and avoid common pitfalls for many administra-tors. Kevin will examine real cases where Texas educators ended up in the courtroom and share how you can avoid that fate.

Tuesday, September 308-8:30am Coffee

8:30-10am Conscious Discipline: Creating a School FamilyScott Wille, Director, Del Valle ISDReframehowtocommunicateandmodelappropriatebehaviorwithstudents using the tenets of Conscious Discipline developed by Dr. Becky Bailey.

10:15-11:45am Putting a Few More Pieces in the Puzzle for Student SuccessLibby Escalante, Principal, Pasadena ISDDiscoverhowaschoolwithahigheconomicallydisadvantaged,ELL,and special education population is making a positive impact on student achievement.


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Legal Ease/Kevin Lungwitz

State law requires every school district to have an employee grievance policy that allows employees to formally complain about their conditions of work.1 A “condition of work” is a broad term that includes wages, hours, any condition of employment, and any other matter where communications between employees and supervisors are appropriate.2 Though administrators tend to equate a grievance with a lawsuit, the two are not the same. A lawsuit must theoretically be grounded on a legal “cause of action” giving rise to a legitimate legal claim. A grievance couldinvolvethesubjectmatterofalawsuit,butmoreoften than not, a grievance is an opportunity for an employee to voice a concern over treatment perceived to be unfair and an opportunity for an administrator to hear that concern and figure out whether the complaint has merit. Evaluations, reprimands, salary issues, teacher morale, reassignments—all of these are fertile areas for grievances.

How to Begin?A grievance is technically supposed to be filed with and heard by the immediate supervisor, which could be you. If this happens, go to your school district’s website and find policy DGBA (local). Follow it. It might be a little confusing to read. Always ask for assistance from HumanResources(HR)orotheradministrators.Agrievance should be in writing on a form provided by the district. To determine if the grievance is timely, it is important that your staff stamp the date of receipt ofthegrievance.CheckwithHRifyouthinkthegrievance is untimely, because an important decision has to be made about how to respond. If you hear an untimely grievance and issue a ruling on the merits, you might have breathed new life into a claim. This is not always a terrible thing, but a decision about how to proceedshouldinvolveyoursupervisororHR.

What Next?You will need to promptly schedule a level-one grievance meeting. Policy DGBA (local) will usually require you to hold the meeting within 7-10 business days from the date of filing. Document your attempts to find a mutually agreeable time to meet. This is easily documented by email. If you cannot meet within the allotted time, seek an agreement to meet outside that time, and document that in an email.

Holding the Level One Meeting:YourHRdepartmentoryourschoollawyerwillprobably have a script to follow. It is pretty standard fare: 1. Note the time, date and location. 2.Welcomethegrievant(s).3.Askforintroductionsofeveryoneintheroom.4. Tell the grievant(s) that you are going to listen and

willnotbesubjecttotheirquestioning.5.Askthemif15-20minuteswillbesufficientto

voice their concern. If not, you decide if the time needed is reasonable.

6.Allowthegrievant(s)topresenttheircomplaint.7. Take notes and carefully listen to the complaint.

Your notes should be very professional because theymightbesubjecttoaPublicInformationActrequest.

8.Askclarifyingquestions,ifany.9.Beforeadjourning,makesureyouclarifythe

identity and number of documents or pages they have tendered to support their complaint. These documents become part of the official grievance record.

Staying Composed is KeyAs a campus administrator, being on the receiving end of a grievance comes with the territory. This is usually about business, even though the grievance

Handling An Employee Grievance


legal easeWebinars with Kevin Lungwitz

Free for members! JoinKevinLungwitzforcurrent education law updates and information on legal hot topics. Archived recordings are available 24/7 to all TEPSA members. Visit www.tepsa.org.}

Fall Webinars and TopicsSeptember 11: Electronic Communication, Social Media, and Other Dumb Things That Get Employees Into Trouble Kevin will point out potential pitfalls for employees, as well as discuss what the principal’s response should be.

October 9:HandlinganEmployeeGrievanceNovember 13:MinimizingYourPersonalLiabilityasaSchool EmployeeDecember 11: Unhappy Endings: Update on Nonrenewal and Termination

may sound personal. Steady breathing and a pleasant demeanor will serve you well. Always stay calm and professional. Do way more listening than talking. Be respectful of the people in the room and insist upon respect in return. Although diplomacy should reign on both sides of the table, the grievant has a right to speak candidly about the complaint and may feelemotional.He/sheisentitledtohis/herdayinyour court. You may have to bite your tongue. When he/she has finished the presentation, ask clarifying questions if needed.

Should I Record the Grievance Meeting?The grievant has a legal right to make an audio recording.3 Ask if he/she is going to record it. If not, then you should not record it. A good argument can be made that, from the school district’s perspective, recording a level one meeting may be more trouble andriskthanitisworth.However,ifthegrievantmakes a recording, then you should also record. This keeps the district on even footing. You should preserve the recording and send it to level two if the grievance is appealed.

What if They Bring a Lawyer or Other Representative?A grievant may use a representative of choice.4 Sometimes it is a teacher union employee. Sometimes it is another teacher. It might be a lawyer. It’s OK. Remember:Cross-examinationisnotallowed.Thegrievantjusthasarighttobeheard.Still,ifalawyerisinvolved,youshouldletHRknowsoadecisioncan be made about whether to call the school lawyer. Usually school districts require that a non-lawyer rep fill out a representation form, so the rep will be authorized to communicate with you on behalf of the grievant about potentially confidential or sensitive

matters. If a lawyer or other authorized rep is involved, deal only with that person about the case.

They Want to Phone It In!JustasyouareabouttoplayJudgeJudy,youaretold that the hotshot lawyer will be phoning in the grievance presentation. There goes the dramatic courtroom scene you hoped might play out in your office. They have a right to do this, as long as the school has a decent way of letting everyone hear and participate.5 This is a good thing. It saves resources and keeps the lawyer out of your office. The actual grievant may still appear in person or may also appear by telephone conference call. You proceed as if everyone is sitting in the room. It is incumbent upon the grievant or the representative to email or fax documents to you.

Further Investigation May Be RequiredAbsent guidance from central office, it is your responsibility to investigate the merits of the grievance. Depending upon the circumstances, you may need to collect witness statements from other employees or you may need to research policy or practice to enhance your knowledge of the matter. If the matter is sensitive or complex, you may need to consultwithHRortheschoollawyer.Ifthegrievanceis directed at you, you will have to articulate your position in the level one response so your position is clear to your supervisors when the grievance is appealed to a higher level.

Writing the Level One ResponseYou usually have 7-10 business days from the date of the level one meeting to write a response. Check policy DGBA (local). If you need more ► page 14


time, request it by email from the grievant or the representative. There is no one-size-fits-all template for a response. You must tailor your response to the grievance at hand. Generally, you want to cover these bases: 1.Recapthetimeanddateofthelevelonemeeting,

the names of the attendees, and how much time was allotted for the presentation.

2.Ifeasilydone,summarizeandrestatethebasisforthe complaint, as written and as presented.

3.Briefly,butthoroughly,respondtothecomplaint.Describe the information you relied upon and the basis for your ruling.

4. If you used documentation beyond what was provided, attach it to the response.

5. State what remedy you are providing, if any.

They Went Around Me or Over My Head!In theory, grievances should be heard and resolved at the lowest level. If you can resolve it, do so. This is your chance to keep it from going to central office. If it cannot be resolved, so be it. The grievant can appeal to level two where it will be out of your hands. In that case, you will need to send the level two hearing officer all of the paperwork and the recording, if any. In some cases, you may be the last to know about a grievance filed by your staff. If a grievance alleges illegal behavior on the part of the supervisor, the grievant has the right to request that someone else hear the grievance.6 You may feel shut out of the process. You might talk to central office, request a copy of the grievance and offer to provide

► Handling An Employee Grievance continued from page 13

Endnotes1Tex.Educ.CodeSection11.1513(i).2Op.Tex.Att’yGen.No.JM-177(1984).3Tex. Educ. Code Section 11.171 (b). 4TexasGovernmentCode§617.005.5Tex. Educ. Code Section 11.171 (c).6Tex. Educ. Code Section 11.171 (a).7Tex.Educ.CodeSection11.1514(j).

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.

relevant information. Finally, all school employees, even principals, have a legal right to talk to school board members about school district matters.7 This is sometimes used as a tricky way to short circuit the grievancesystem.However,schoolemployeesandschool board members should not discuss matters involving pending grievances.

AlwayscheckwithHRoryourschoolattorneyifyouhave questions about the level-one grievance process. BesuretotuneintotheLegalEasewebinaronthissubjectonOctober9,wherewewilldigdeeperandansweryourquestions!Learnmoreathttp://www.tepsa.org/?LegalEase.

told you we had to leave the state where my father lives because of his abusive behavior. What I didn’t tell you was that he is the father of my two children.” The stunned administrator was able to comfort the mother and said calmly, “That’s not something either of us can fix and why we need help now.” She then began the process of arranging for social services that assisted with intervention plans for the whole fam-ily. And yes, the third grader’s rage was very much a function of his figuring out the awful truth.

The principal told me, “I had no place in my brain to file that, I had no one on campus that I could tell, I hadnoideawhattodo,andIfelthelpless.”However,she quickly added that she met monthly for lunch with three principal colleagues. They responded to

hercallandscheduledanemergencymeeting.Herbuddies’ listening ears and problem solving helped get her through. The lesson learned is that network-ing is an important tool. Some organizations build it in. If not, then form your own! Without it, your sanity is at risk.

► Delusion of Uniqueness continued from page 7

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.


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tourTEPSA 2014

The Future Depends on What You Do Today: One Day Workshop on STAAR SuccessThe2014-2015schoolyearisunderway.Yourcampushasavision.Yourteachers are inspired. Your kids are engaged. And then the October slump hits. The excitement of a new school year begins to be overshadowed by seemingly insurmountable problems. Dr. Ellen Moir calls this the Disil-lusionmentPhaseoftheschoolyear.Howwillyourcampusbeattheslump?Bringyourleadershipteamforin-depthlearningtoraisethelevelof instruction, intervention and collaboration to ensure student success! Create a focused plan of support for your teachers by being a mentor, using formativeassessments,emphasizingsuccess,andcreatinghope.Leavewith a leadership and learning plan to take back to campus!

MorningsessionwillbefacilitatedbyJustinRichardson,ExecutiveDirector of Curriculum and Instruction, Canyon ISD and Tim Persall, ExecutiveDirectorofElementaryAccountability,HaysCISD.

Afternoon breakout sessions will highlight proven best practices shared by current school leaders to help you implement what works! Sample of afternoon session include:• Performance and Progress Training for Teachers• GatewayCrashers!CorrelatingK-6DatatoSTAARPerformanceand

Progress• EngageThem…andTheyWILLLearn!• DataRooms:MappingOurWaytoSuccess• iCanLead• FUNctionalFridays:HowtoPuttheFUNBackinDataTalks• Get ConnectED• Don’tJustTellThem,TeachThem!TheEssentialElementsofCoaching

Effectiveness• TheHOWofCommunicatingtheWHY:SpreadingYourVision• WhoMe,TheNewAdministrator…Survive???• CanyonISDAmazingRace• TheJourneytoSchoolImprovementBeginsWhereYouStand

Workshop Dates and Locations• Oct21:Houston/HarrisCounty

Department of Education• Nov 5: Grapevine Convention

Center• Nov6:LubbockOvertonHotel• Nov12:SanAntonioOmni Colonnade

RegistrationFee includes lunch.• Member$250

(RegisterbySept30andpay$200);Additionalregistrantpays$135/person

• Nonmember$310(RegisterbySept30andpay$260);Additionalregistrantpays$135/person

What Participants Say:“TEPSA Tour presenters do a greatjobpresentingsomecomplexinformation!”

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“Wonderful information with lots of very easy to implement ideas.”

Register your team and learn more at www.tepsa.org.


Tech Lab/Trae Kendrick, Ed.D.

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

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

andLearnLunch Grab your lunch and join us for online learning

on timely topics. Free for current members! All webinars will be held from 11-11:45am Central. No registration required. Visit www.tepsa.org.

September 3 Webinar:Relationships Matter with Dr. Adam SaenzGet a sneak peek of Adam’s new book, Relationships Matter, and learn the four essential skills you need to bond and to set boundaries with colleagues, students and parents.

October 1 Webinar:Motivating the Unmotivated with Dr. Tamara HodgesDiscover the myths behind lack of motivation and grasp new strategies in approaching the motivation dilemma with children and adults! Email [email protected] toreceiveDVDofproveninterventionsaswellasaMotivational Assessment Tool that can be used with students and staff.

• Keep your iOS software up-to-date. Okay, I know this is not really a troubleshooting tip. It is pure maintenance, but this proactive step will eliminate a great deal of frustration. To see if your iOS software is up-to-date, go to Settings > General > Software Update. Not only will many of your apps not func-tion correctly if your iOS software isn’t current, but you’ll also miss out on new and improved features.

• Completely power your device off. This seems pretty simple, but it works. To fully power off your

device, press and hold the power button on the top of your device and then slide the indicator to power off.

• Quit any apps you are not using or quit the app which is not functioning correctly. To quit apps, double-click the home button. Swipe up on the screen preview for any apps you want to quit.

• Uninstall and reinstall. Sometimes when an app isn’t functioning correctly, the only solution is to uninstall and reinstall. But a word of caution first. Some apps store data in the app, and if you uninstall, you will lose all data. Typically the app will caution you if this is the case. To uninstall an app, put the appin“jigglemode”bypressingandholdingtheappicon.Whentheappiconbeginsto“jiggle,”clickon the “X” to delete the app.

• Clear History and Clear Cookies and Data. If the Safari app is giving you trouble, try exactly what you would do on a desktop PC: clear history and cook-ies/data.GotoSettings>Safari>ClearHistoryandSettings > Safari > Clear Cookies and Data.

• When all else fails, you can reset your device by going to Settings > General > Reset. Try first to “ResetAllSettings”.Ifthisfails,asalastresortyoucan “Erase All Content and Settings,” but beware! It does exactly what the name implies.

[email protected].

Troubleshooting Your

iOS Device

Most of us would probably say we couldn’t live with-out our iPhones, iPads and other mobile devices. We depend on them, and when they don’t work prop-erly, we don’t like it. Unfortunately, many times we don’tknowwhattodoaboutiteither.Herearesometroubleshooting techniques you may find helpful:


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


Contact InformationTEPSA does not sell or rent membership information. By joining, you give TEPSA per-mission to send you information by fax or email. You will have the option to opt out.

❑ New Member ❑ Current TEPSA Member ❑ I am already an NAESP member. NAESP membership ID# _________

First Name MI Last Name Preferred First Name

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Preferred Mailing Address: ❑ School/Work ❑ HomeLast 4 Digits of Social Security #_____________(Used for ID purposes only)If new member, who referred you?___________________________________

Professional Status/District InformationGrade levels served: ❑ 1st ❑ 2nd ❑ 3rd ❑ 4th ❑ 5th ❑ 6th ❑ 7th ❑ 8th ❑ Kindergarten ❑ PPCD ❑ PreKPosition: ❑ Principal ❑ Assistant Principal ❑ Supervisor/Director ❑ Private School Administrator ❑ Teacher ❑ Other______________❑ Aspiring Administrator: Please provide name of universityprogram attending ________________________________________________Region_________ School District_____________________________________

Optional Demographics InformationPreferred method for receiving information: ❑ Email ❑ MailDate of birth (MM/DD/YYYY):_____________ Gender: ❑ Male ❑ FemaleDo you teach at a university/principal preparation program? ❑ Yes ❑ NoIf yes, program name ______________________________________________

Information to Know: Dues payments are a deductible business expense. TEC § 22.001 requires school districts to provide payroll deduction for professional organization dues to employees who request it. Please send a copy of your membership form to your school district business office and the original to TEPSA. See right column for additional information if your school district is paying for membership.

Mail: TEPSA, PO Box 140843, Austin, TX 78714-0843Online: www.tepsa.org Fax: 512-478-1502

The membership year is September 1 - August 31.

Thank you for joining! Log in to www.tepsa.org to start taking advantage of your benefits!

Membership Categories & DuesSelect the option that best fits your needs. Visit www.tepsa.org for detailed list of benefits for each category.

❑ TEPSA/NAESP — $475TEPSA comprehensive benefits plus National Association of Elementary School Principals membership.

❑ Comprehensive — $369Includes professional liability and legal defense coverage & Instructional Leader.

❑ Basic — $319Includes professional liability and legal defense coverage.

❑ Aspiring Administrator — $60Must be enrolled in an administrator/principal prep program. Excludes professional liability and legal defense coverage.

❑ Associate — $120For superintendents, full-time university professors, state agency and Education Service Center staff. Excludes professional liability and legal defense coverage.

❑ Retired Member — $225 (one-time payment)

Excludes professional liability and legal defense coverage.

❑ Life Member — $2,500 (paid in full)

Billed annually for professional liability and legal defense coverage.

Subscription❑ Instructional Leader — $50Included in Comprehensive and TEPSA/NAESP memberships.

Total amount due $________

Payment MethodIf you selected Aspiring Administrator, you do not qualify for payroll deduction. Please pay in full.❑ Full payment enclosed❑ Purchase Order (Attach PO copy.) PO#__________________________ Invoice will be mailed to your district. Payment due 30 days from renewal date.❑ Payroll deduction Send TEPSA and your district office a copy of this form. Must be paid in full by June 30, 2015. Sign below.______________________________I authorize payroll deduction.

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This school reported the average student missed days per year dropped 11 days, from 18 to 7 days! Saving only 2 sick days each year for 20 students adds $1,400 in $35/day attendance funding!

Some Schools Have Reported:


TEPSA Region Meetings

September10 Region 08 Meeting: 10am-NooN @ Region 8 ESC, Mount Pleasant Speakers: Karla Coker and Harley Eckhart Information: Missy Walley, [email protected]

25 Region 17 Meeting: 11:30am-1pm @ Lakeridge Country Club, Lubbock Speakers: Randy Anderson (Time Management) and Harley Eckhart Information: Sylvia Suarez, [email protected]

30 Region 01 Meeting: 9-10am @ Hampton Inn, McAllen Speaker: Trae Kendrick (Technology Resources) Information: Dianabel Gómez-Villarreal, [email protected]

A new season of eAcademy starts September 9! Register your campus at www.tepsa.org.

October01 Region 09 Meeting: 9-10:30am @ Region 9 ESC, Wichita Falls Speaker: Harley Eckhart Information: Stacey Darnall, [email protected]

07 Region 18 Meeting: 11:45am-12:45pm @ Region 18 ESC, Midland Speaker: Mark Terry and Roundtable Discussion Information: Tanya Bell, [email protected]

08 Region 16 Meeting: 9am-NooN @ Region 16 ESC, Amarillo Speaker: Trae Kendrick (Technology) Information: Reagan Oles, [email protected]

09 Region 05 Meeting: 11:30am-1pm @ Neches River Wheelhouse, Port Neches Speaker: Mark Terry Information: Julie Gauthier, [email protected]

15 Region 07 Meeting: 11am-1pm @ TBD Speaker: Belinda Neal and Trae Kendrick Information: Tana Herring, [email protected]

17 Region 03 Meeting: 11:30am-12:30pm @ China B, Victoria Speaker: Trae Kendrick Information: Lynn Guerra, [email protected]

21 Region 02 Meeting: NooN-1pm @ TBD Speaker: Mark Terry and Mentoring Minds Information: Annette Sanchez, [email protected]

23 Region 19 Legal Workshop: Time TBD @ El Paso ISD Professional Development Center Speaker: Kirsten Hund Information: $35 registration; Nancy Tovar, [email protected]

29 Region 15 Meeting: 11:45am-12:45pm @ Region 15 ESC, San Angelo Speaker: Mark Terry Information: Cheri Braden, [email protected]

The StuCo team is ready for fall workshops! Register your students and advisors at www.tepsa.org.

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

PRSRT STDU.S. Postage

PAIDAustin, TX

Permit No. 127

New STAAR Series!ELLevate LearningOctober 20 & 28

See page 4.

Engaging Students for SuccessAdditional information available at www.tepsa.org or 800-252-3621.

Calendar/Deadlines• eAcademy Access Pass - Webinars kick-off September 9!

•Student Council Workshops start September 25. Dates and locations vary.

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

• ELLevate Learning Webinar SeriesOctober 20 and 28. Register your campus at www.tepsa.org.

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

• Region 19 Legal WorkshopOctober 23, El Paso ISD Pofessional Development Center. See page 22.

• Ready from the STAART! K-2 Learning Conference:Nov 18 or 19: San Antonio Omni ColonnadeApril 8 or 9: Irving Convention Center

• TEPSA State Office deadline to declareintenttorunforofficeisDecember 1.

• State Schools of Character application deadline is December 1.

TEPSA Highlights

Educators Share Thoughts and Challenges in Survey

Please recycle your TEPSA News copy.

A survey focused on educators’ views regarding student engagement and motivationconductedbytheEducationWeekResearchCenterfoundthat:•Among a range of possible influences on learning, both teachers and

administrators deem student engagement and motivation to be the most important factor contributing to student achievement.

•Most respondents strongly agree that schoolwork that is relevant to real-world challenges and life experiences play an important role in engaging students.

•Among the leading barriers educators face in engaging students are a lack of parental support and inadequate time and resources.

•Educators find a variety of strategies effective for motivating students, including using interactive and hands-on activities and building relationships with students.

Learnmoreathttp://www.edweek.org/media/ewrc_engagingstudents_2014.pdf. Plus, don’t miss the free October Lunch & Learn webinar “Motivating the Unmotivated.” Discover the myths behind lack of motivation and gain new strategies for approaching the motivation dilemma with children and adults. Seepage18formoreinformation.

Source: Editorial Projects in Education, Inc. (2014). Findings from a National Survey: Engaging Students for Success. Bethesda, MD: Education Week Research Center.

2014 tepsa september/october news

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