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Celebrating the Profession

October 2014 Linking Leadership & Learning

ReportNational Principals Month recognizes the essential role that princi-

pals play in making a school great. As the lead learner in school(s),principals’ vision, dedication and determination provides the mobilizingforce for achieving student success. Each October, NASSP, NAESP andstate administrators associations honor principals for their tireless

efforts in pursuit of excellence in education.National Principals Month is a widely recognized celebration of the principalship, marked by national and state resolu-

tions supporting the event, as well as acknowledgements from US Senators and Representatives, and top government offi-cials. Gov. Branstad has signed a proclamation recognizing October as Principals Month in Iowa.There are many ways to celebrate. One especially effective way to provide community members and policymakers with a

better understanding of the profession is to invite members of the press, legislators and other community leaders to shad-ow a principal for a day. Tips for planning a Principal for a Day event are available here: http://bit.ly/1rqHpx2.Additional activity ideas may be found at www.principalsmonth.org/ideas.php.

One in three American children willbe bullied this year, more than 13 mil-lion students in all, according to theNational Bullying Prevention Center. “October is a time when educators,

students, parents, and communitymembers can unite to share animportant message – that bullying isnot acceptable behavior in theirschool and community,” said JulieHertzog, executive director of PACER’sNational Bullying Prevention Center.The Center provides resources for

classrooms and the community atwww.pacer.org/bullying.To support schools’ bullying preven-

tion efforts, SAI has scheduled a Dec.9 learning opportunity, “Bullying andHow to Investigate Incidents.” Thisworkshop teaches the system cur-rently used by the DE to train desig-nated bullying investigators aroundthe state.Find out more at http://bit.ly/1CExaYd

Legislative Platform Developmentfrom Government Relations Director, Tom Narak

The SAI Legislative Committee met September 24 regarding several issues con-sidered for inclusion in the 2015 Legislative Platform. The committee will meetagain later this month. More discussion will help draw focus and clarity to theimportant issues and details to include.Two issues discussed were:

• Supplemental State Aid - Consensus was to consider including a numberranging from 4 to 6 percent. The SSA number should be separate from the TLCresources and not rolled together to give the false impression of a higher SSApercentage. This number will be further refined as we move forward in platformplanning.• School Reform Implementation Issues - Considerable discussion was heldconcerning the remaining two-year timeline for the roll-out of TLC for districtsnot currently in the program. The committee expressed interest in perhapsallowing all school districts that apply and meet the cut score in the second-yearapplication round to be approved while providing a third year for districts thatdo not wish to become involved until then. Nothing was decided and more dis-cussion will help the committee focus on the details. There was agreement thatthe DE and AEAs must be provided more resources if the schedule is to be com-pressed as discussed. Another important need is resources for professionaldevelopment for administrators as the new TLC system is implemented. Thecommittee also discussed the need for the DE and Legislature to determine howthis new program will be evaluated so everyone understands what is expectedfor TLC program success.Several other issues discussed were: transportation costs, preschool, ELL,

greater at-risk funding flexibility, board election schedule, assessment, schoolstart date as a local decision, AEA support, Instructional Support funding gapfrom the state, Iowa Core, open enrollment when students are not attendingschool on a regular basis, student information systems, and statewide sales taxfor school infrastructure sunset.If you have ideas and suggestions for our committee to consider, please let us

know: tnarak@sai-iowa.org.

President Deron Durflinger, superintendent / sec. principalVan Meter Community School Districtderon.durflinger@vmbulldogs.com

President-elect Tim Kuehl, superintendentClear Creek Amana Community School Districttimkuehl@ccaschools.org

Vice President Paul Wenger, elementary principalEdgewood-Colesburg Community School Districtpwenger@edge-cole.k12.ia.us

Past President Patty Morris, elementary principalDallas Center-Grimes Community School Districtpmorris@dc-grimes.k12.ia.us

AASA Governing Board MembersTim Kuehl (SAI vice president, see above)

Mary Jo Hainstock, superintendentVinton-Shellsburg Community School Districtmaryjo.hainstock@vscsd.org

Theron Schutte, superintendentBettendorf Community School Districttschutte@bettendorf.k12.ia.us

NAESP State Rep. Chad Shook, principalLawton-Bronson Elementaryshookc@lb-eagles.com

NASSP State Coordinator Justin Gross, principalNevada High Schooljgross@nevada.k12.ia.us

Business Manager Cyndi Petersencpetersen@sai-iowa.org

Communications Director Tracy Harmstharms@sai-iowa.org

Executive Director Dr. Dan Smithdsmith@sai-iowa.org

Government Relations Director Dr. Tom Naraktnarak@sai-iowa.org

Legal Services DirectorMatt Carver, J.D.mcarver@sai-iowa.org

Professional Learning DirectorDr. Dana Schondschon@sai-iowa.org

Program AssistantAmy Swansonaswanson@sai-iowa.org

Program AssistantCheri Wiggercwigger@sai-iowa.org

Receptionist/SecretaryDebbie Wrenndwrenn@sai-iowa.org

School Administrators of Iowa12199 Stratford Drive, Clive, IA 50325-8146Voice: (515) 267-1115 l FAX: (515) 267-1066www.sai-iowa.org Follow SAI on Twitter - @sai_iowa

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National Representatives

SAI Staff

SAI Officers

The Role of theSuperintendent

“Remember that what we focus on grows stronger.”~ Susan Neri-Friedwald

Anew report from the Brookings Institute titled “School Superintendents: Vitalor Irrelevant?” was issued recently and has drawn some national attention.

The report examines the extent to which the work of the school superintendentimpacts student learning. It analyzed student data from Florida and NorthCarolina. The authors of the report are fairly critical of the impact of superin-tendents. Below is a summary of their findings:

1. Superintendent of schools is largely a short-term job. The typical superin- tendent has been in the job three to four years.

2. Student achievement does not improve with the longevity of superintend-ent service within their districts.

3. Hiring a new superintendent is not associated with higher studentachievement.

4. Superintendents account for a very small fraction (0.3 percent) of difer-ence in student achievement. This effect, while statistically significant, isan order of magnitude smaller than that associated with any other majorcomponent of the education system.

5. Individual superintendents who have an exceptional impact on studentachievement cannot be reliably identified.

The report concludes by stating that the current role of the superintendentcould be successfully filled by many, including non-educators.Daniel Domenech, the executive director of AASA, responded to the Brookings’

report as follows:The superintendent’s job is one of the most difficult jobs in America and oneof the most important. Superintendents play a critical role in ensuring ournation’s schools are best positioned to meet the ever-changing and diverseneeds of our students. Working collaboratively with school boards, princi-pals, teachers and parents, superintendents lead efforts to provide world-class educational opportunities.The work portfolio of today’s superintendent is increasingly diverse. It

encompasses programs to increase student achievement, the diversificationof student and staff populations, the explosion of technology, expandedexpectations from local, state, and federal governments, the school boardand community, and the overall globalization of society.

The Brookings report conclusion that the current role of superintendent couldbe filled by many including non-educators, should be of concern to Iowa admin-istrators. You may recall that just a couple of years ago, a proposal before theIowa Board of Educational Examiners would have removed the requirement thatlicensure for superintendents include experience as a teacher and principal. SAIopposed this change, and we were successful in preventing it from occurring.But Iowa school superintendents must actively embrace the role of instruc-

tional leader. I fear that amid all the responsibilities that Daniel Domenechdescribed we can lose our focus on educational leadership. Certainly financialissues, board relations, personnel, bargaining, facilities, community and politicalleadership are all important roles that can consume our time. But the heart ofour role needs to be around Elmore’s Instructional Core of the teacher and stu-dent in the presence of content.As superintendents, of course we must delegate many responsibilities includ-

ing much of the work of instructional leadership. But we must remain engagedaround the issues of how our work impacts the instructional core. One approachto help superintendents with this engagement is the opportunity to join yourAEA’s Superintendents’ Network. These networks are jointly supported by SAIand the AEAs and are based on the work of Richard Elmore of Harvard.What we focus on grows stronger. Superintendents as leaders of districts must

prioritize student learning and instruction as a major focus of our work.

l l l l l l l l l l l l l l l l l l l l l l l l l l -l l l l l l l l l l l l l l l l l l l l l l l l l l -l l l l l l l l l l l l l l l l l l l l l l l l l lExecutive Director’s Message from Dan Smith

InBrief

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REPORT

The SAI Report is published for asso-ciation members and selected com-munity and business leaders bySchool Administrators of Iowa. Theviews expressed in the SAI Report donot necessarily reflect SAI opinionnor does acceptance of advertisingimply SAI endorsement.

Your comments and suggestions arewelcomed.

Tracy J. Harms, editor

At the September SAI RepCouncil meeting members:l were present for the annual associa-tion business meeting summarizingthe 2013-14 association year;

l received an update on theCommission on Teacher Leadershipand Compensation, Council onEducator Development andAssessment Task Force activity;

l reviewed the unaudited year-endfinancial reports. The annual auditwill be conducted in late September;

l heard there are 85 new administra-tors in the mentoring program andface-to-face meetings will be held inthe next two weeks with onlineresources uploaded monthly foradditional support;

l were informed of scheduled profes-sional learning programming;

l were apprised of the surge in SAIapp downloads during AnnualConference;

l learned Matt Carver participated inthe Aug. 24 #IAedchat on Twitterand that enrollment and custodyissues are the subject of most ques-tions this time of year;

l discussed key issues for the 2015legislative session and the impor-tance of relationships with legisla-tors;

l received an update on the IPERSBenefits Advisory Committee meet-ing (minutes available here) andwere informed Matt Carver nowserves as SAI’s representative;

l received reports from the nationalassociation representatives;

l engaged in a review of AnnualConference feedback and brain-stormed what went well in 2014,possible improvements and futurespeakers;

l heard that the staff is currentlyreviewing the SAI Policy Manual,including the bylaws and employeehandbook. Possible revisions will bebrought to the Council;

l received Dan Smith’s letter of resig-nation. The intent is to begin adver-tising the position in November; and

l were reminded of SAI’s Conflict ofInterest Policy.

Calendar of EventsCalendar of EventsOctober7 - Employee Discipline in an

Education Environment: Module1, Types of Employee Discipline

9 - Budget Reductions: Getting ItRight the First Time

16 - Administrators SupportingTeacher Leaders to IncreaseStudent Achievement

21 - Fall Legal Lab

November11 - Building Coaching

Communication Skills14 - Employee Discipline in an

Education Environment: ModuleII, Grounds for EmployeeDiscipline

Register online for events at www.sai-iowa.org/events.cfm

Iowa Dept. of Ed.Iowa Dept. of Ed.DeadlinesDeadlinesUse this link to access critical due dates:http://bit.ly/dedeadlines

In MemoriamLorenzo Jasso, retired elemen-tary principal, Des Moines (9-8-14)

Five Iowa Schools Achieve Blue Ribbon Status in 2014The U.S. Department of Education’sBlue Ribbon Schools Program honorspublic and private K-12 schools thatare either academically superior orthat demonstrate dramatic gains instudent achievement. Congratulations to the following

schools:• Northeast Elementary School,Ankeny

• Gilbert High School• South Central Calhoun ElementarySchool

• St. Francis of Assisi School, WestDes Moines

• West Cedar Elementary School,Waverly-Shell Rock The schools will be recognized

Nov. 10-11 at ceremonies inWashington, D.C.Read more about the program at

http://nationalblueribbonschools.ed.gov

Striving for a Leadership-Life FitIn SAI’s June 2014 Member NeedsAssessment, respondents identifiedbalancing professional/personal lifeas one of the greatest professionalchallenges, second only to increasingstudent achievement.To be an effective leader, spouse,

parent, friend and more, you mustalso take care of yourself. Cast out the notion of work-life bal-

ance and seek a fit that’s right foryou! Do you have someone to offersupport in your efforts to find andmaintain the right leadership-life fit?If not, that’s a good place to start.Also, consider these questions

when contemplating how to maketime for what’s important to you:• How have you scheduled yourselfthis week?

• What have you delegated?• What systems for efficiency haveyou established?It’s up to you to determine what

you value and then prioritize accord-ingly. You owe it to yourself, andthere’s no better time than now tobegin.

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Anumber of years back, a school administrator alerted me to text messages between a high school girls track coach and astudent, which went something like this:

Girls Track coach – Your new hairstyle looks really pretty. Student – Thx.Girls Track coach – See ya at practice.Student – See ya.

Girls Track coach – You girls looked great in your new running tights at the meet tonight. I hope you liked em.Student – They felt great Thx.Girls Track coach – Lookin’ forward to practice tomorrow.

Now, assuming the above was transmitted between the coach and the student, you might say that things certainly couldhave been worse. Also, we don’t know the context of the whole situation with the student (e.g., is this a student who hasanxiety issues about her appearance or who has been berated by others). However, regardless of the context, it is fair to saythat the above communications likely set off your Spidey senses when you read them. As I frequently share with school administrators, when those Spidey senses go off, we want school personnel to feel

empowered to take action. In cases regarding a potential inappropriate relationship between a staff member and student,ALL school personnel should feel empowered to take the issue to a school administrator when they see or hear about aninteraction or communication between a staff member and student that gives them a bad feeling in their gut. Yes, “Spideysenses” and “bad feelings in their gut” are technical legal terms. Point being, the instincts of staff members are usually nottoo far off.

Practitioner sexual exploitation of a student (criminal code)On the topic of relationships between school employees and students, you might recall that an individual with a coachingauthorization had his criminal conviction overturned when the Iowa Supreme Court determined that individuals whomerely held coaching authorizations were not “practitioners” as relating to Iowa Code §709.15, which discusses sexualexploitation of students by school employees. The Iowa Legislature quickly fixed this oversight during the last session andindividuals with coaching authorizations are now covered under the sexual exploitation law. Keep in mind that there are differences between the criminal act of sexual exploitation by a school employee and roman-

tic or otherwise inappropriate relationships with student under BoEE ethics rules. As you might guess, the criminal codehas a slightly higher bar to cross before a crime is committed. Pursuant to the criminal code,

Sexual exploitation by a school employee occurs when any of the following are found: (1) A pattern or practice orscheme of conduct to engage in any of the conduct described in subparagraph (2). (2) Any sexual conduct with a stu-dent for the purpose of arousing or satisfying the sexual desires of the school employee or the student. Sexual conductincludes but is not limited to the following: (a) Kissing. (b) Touching of the clothed or unclothed inner thigh, breast,groin, buttock, anus, pubes, or genitals. (c) A sex act as defined in section 702.17. b. Sexual exploitation by a schoolemployee does not include touching that is necessary in the performance of the school employee’s duties while actingwithin the scope of employment. (Iowa Code §709.15(3))

The sexual exploitation statute defines a student as “a person who is currently enrolled in or attending a public or non-public elementary or secondary school, or who was a student enrolled in or who attended a public or nonpublic elemen-tary or secondary school within thirty days of any violation of subsection 3.” (Iowa Code §709.15(1)) The sexual exploitationstatute does not require that the school employee directly supervised or educated the student for a crime to occur. As I alluded to earlier, one must be a practitioner or a holder of a BoEE-issued coaching authorization under Iowa Code

§272.1 to be considered a school employee under the sexual exploitation statute. If you are unsure of whether a schoolemployee is considered a practitioner, don’t hesitate to consult the county attorney or your district’s legal counsel.

90-day rule for staff members with a license, authorization or professional recognition from the BoEE who have educated ordirectly supervised the student in a school activity[As a point to note, I called D.T. Magee, the executive director of the BoEE, and he confirmed that for purposes of BoEEethics rules, they consider anyone with a license, statement of professional recognition, certificate or an authorization fromthe BoEE to be practitioner, as concerning application of BoEE ethics rules. This would include paraeducators with a cer-tificate from the BoEE. Thank you also to Darcy Lane of the BoEE for reviewing the column.]The Legislature and, ultimately, BoEE, took additional action to ensure that practitioners with a license, statement of pro-

fessional recognition, certificate or authorization from the BoEE are now prohibited from having, soliciting, or encouraginga sexual or romantic relationship with a student who the practitioner taught or supervised in any school activity for a peri-od of 90 days from when the victim (my words, not theirs) was last a student. (282 Iowa Administrative Code 25.3(1)(e)(7))In some instances this might be from when the student graduated from high school. In other instances it might be the lastday of the state softball tournament or the end of some other school activity that occurs over the summer. This would also

Trust your Spidey Senses

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include employees who educated or directly supervised students many years ago, to include elemen-tary school staff members. There is no requirement that the practitioner educated or directly super-vised the student at the time of the inappropriate activity. On a separate but related note, remember that it is the responsibility of the superintendent, AEA

chief administrator and board of directors of the district or AEA, to report to the BoEE any instance ofa disciplinary action taken against a licensed school employee for conduct constituting any of the fol-lowing: 1) Soliciting, encouraging, consummating a romantic or otherwise inappropriate relationshipwith a student. 2) Falsifying student grades, test scores, or other official information or material. 3)Converting public property or funds to the personal use of the school employee. (Iowa Code§272.15(1)) An informal verbal warning is not considered disciplinary action, but disciplinary actionsplaced in writing would trigger the notification requirement.Furthermore, if upon allegation, investigation or observation, the school administrators or board of

directors have a good-faith belief that a licensee committed such misconduct and the licensee resignsor is terminated, a report to the BoEE is further mandated. So, it is not ethical for administrators toaccept deals such as the following if the above misconduct is involved: “I will resign if you agree notto report me to the BoEE.”

30-day rule for all staff members with a license, authorization, or professional recognition from the BoEEPlease note the reference to “otherwise inappropriate relationship with a student[.]” You are not required to catch a licens-ee in some sort of romantic or sexual act for there to be an ethics violation if the act occurred within 30 days of the victimbeing considered a student. For instance, I would say that the type of texting referenced at the beginning of this columnwould tiptoe on the borderline of showing an “otherwise inappropriate relationship[.]” If unethical behavior is not therealready, it is close. So, ALL school employees with a BoEE license, professional recognition or coaching authorization aresubject to the ethics regarding romantic or “otherwise inappropriate relationships” with ALL students for a period of 30days from when the victim was a student, regardless of direct supervision or education. As an underlying theme, employees should err on the side of reporting to the administration when they have concerns

about student safety, and administrators should err on the side of checking with the BoEE if they are unsure as to whetheran ethics complaint is mandatory. Of course, in some instances you might decide to file a complaint even when it is notmandatory.

Things to consider concerning staff interaction with students1) What policies and practices does the district have regarding staff interaction with students, whether at school or off-cam-pus? Consider that appropriate policies and practices not only protect students, but also help to protect staff membersagainst accusations of wrongdoing. There is not a one-size-fits-all policy for this as situation and context of any given inter-action makes a difference. Having stated that, be careful of situations where staff members are alone with students (e.g.,giving individual rides home) or communications outside of school that have not been approved by the district or the stu-dent’s parents. 2) If there are allegations regarding a romantic or otherwise inappropriate relationship and the alleged victim has alreadygraduated, consider whether grooming activities occurred prior to the expiration of the 30- or 90-day time period,whichever is applicable. Such grooming activities may include frequent electronic communications and/or the employeelavishing compliments on the student. 3) Have you shared with all staff members in the district, at least annually, that they should feel empowered to communi-cate with school administrators if they observe or hear about any activity between an adult and a student that makes thestaff member feel uncomfortable?4) Has an age-appropriate message been shared with students to encourage them to speak with a counselor, teacher, schooladministrator or other adult if they are concerned about a staff member’s interactions with a student?5) School administrators, when in doubt, please investigate concerns about staff member and student interaction. Trust, butverify. Don’t automatically assume that a certain staff member would “never do such a thing.” Hopefully there will be noth-ing there, but err on the side of caution.6) If you do need to investigate, ensure that appropriate technology experts examine district-owned property or accountswhich the staff member and/or student utilizes. You may wish to contact an attorney to ensure you have authority to per-form such a search. Have your acceptable use policy handy for review. 7) Especially concerning evidence sent through electronic means, be careful about not jumping to conclusions about thestaff member’s behavior. There have been instances of students creating entire social media accounts in an effort to maketeachers and other educators look bad. 8) Do not hesitate to contact an attorney, the BoEE or law enforcement if you have questions about the application of thecriminal code or ethics rules.9) When pertaining to a particular student, communicate with the student’s parents or guardians if s/he is under age 18. 10) Under the concept of the “no surprises” practice, inform your supervisor about the allegation. If you are the superin-tendent and are wishing to share information with board members, seek guidance from your legal counsel before provid-ing details about the identities of students and staff members involved. In some instances, it may be appropriate to sharegeneral information with board members about an underlying allegation against a staff member. I am sure the list could go on and on. Bottom line, when investigating allegations concerning alleged staff mistreatment of

students, always remember to err on the side of protecting students, while providing the staff member with any applicabledue process rights. Until next time, Go Irish!

This article isintended only as areference in regardto the subject mat-ter covered. It isfurnished with theunderstanding thatSAI is not engagedin rendering legaladvice. If a legalopinion is desired,private legal coun-sel should be con-sulted.

On a recent Friday, I was traveling home from a school district when my son called to say that he had missed the FedExdelivery of his new phone and he really didn’t want to wait until Monday to have it re-delivered. I mentioned he could

go to the FedEx building and pick it up if it was that important to him, but he would need to figure it out as I would not behome before FedEx closed for the day. In situations like this, he is generally willing to wait unless I can take care of it (yes,I can be an enabler, which is a column unto itself), so I was quite surprised when he called me back to say that he had readthe information on the slip the FedEx driver had left, identified the address of the FedEx building, and driven downtownDes Moines in 5 o’clock traffic to pick up his phone by himself—i.e., he didn’t even con a buddy to go along. Clearly, he wasmotivated to get that phone as soon as possible, which prompted me to entertain the topic of motivation itself for theremainder of my trip home. Although I am concerned with student motivation and engagement, I have thought more frequently about adult learning.

When I contemplate offering different professional learning opportunities, one of my driving questions is: What will com-pel administrators to take time away from the their demanding schedules to engagein this learning? A May 2014 Kappan article, “Searching for the irresistible” by CarolTomlinson and Hilary Dack explores four key principles for building student engage-ment and motivation. Though their focus is on the K-12 student, their work is readilytransferable to adult learners.The first principle is to identify engaging curriculum. When student learners can

connect the content to their experiences, they are compelled to learn. They are excit-ed about making meaning. The same can be said for adults. Consequently, as activa-tors of adult learning, we have a responsibility to select content that is rooted in ourlearners’ experiences. If, for example, we are engaging in learning about feedbackloops, we might invite our colleagues to reflect on a specific time when they receivedongoing feedback to improve a skill or practice. We might share success stories about teachers who gathered timely andfrequent feedback from their students to plan and adjust instruction and the results that they celebrated. To appeal to thedata and analytical-minded learner, we might offer John Hattie’s research touting the significance of feedback to studentachievement. Providing choice, the second principle, empowers students and causes them to see learning as more meaningful.

Likewise, when adult learners have choice in how and what they learn (based upon their students’ needs), they also feelempowered. In furthering the feedback example, we might embed choice in the type of journal articles or research studiesteachers read related to feedback. Teachers can inquire into a variety of strategies and tools used to gather feedback andchoose those that seem to fit best with their students. By helping learners separate the “nice-to-know” from the “need-to-know,” we provide clarity around what is worth learn-

ing, the third principle. Inherent in the designation of content or skills as critical is the rationale for knowing.Understanding why a concept or skill needs to be learned facilitates motivation and engagement. This is true for adultlearners as well. One of the challenges we face in education is that 95 percent of what we do works, so how can we bemotivated to learn it all? However, Hattie tells us the question shouldn’t be what works, but what works best? What are theneed-to-know strategies and practices—those in the 50 percent with effect size above .60? Homing in on the most criticalstrategies and practices along with understanding why they are critical engages and motivates adults.Engaging students with rigorous content while providing scaffolding to support ALL learners in achieving success in

attaining the expectations represents the fourth principle in cultivating engagement and motivation. Again, like students,adults are in different places along their learning journey. They need time and opportunity to digest demanding content.They need appropriate supports, but they do not need lowered expectations. When an adult learner masters a challengeand can celebrate results, he or she is motivated to continue to learn. Though discussed in numeric order, these principles do not comprise a sequence; they are not linear. We might be best

served by beginning with an inquiry (Why are 20 of my 30 students struggling in the area of slope-intercept? Of writingdescriptive paragraphs, of understanding how a bill becomes a law?). Through the process of inquiry, we create room forchoice—choice in the question; choice in the content we research to be able to answer the question; and choice in the prac-tice, strategy or approach. We introduce rigorous and demanding content and focus our energies on the need-to-knowaspects of that content. Then, we expect all adult learners to meet the challenge through opportunities for observation, col-laboration, coaching and feedback. 6

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Motivation and Engagement: Not Just for Kids

The Latest in Learningby Dana Schon, SAI professional learning director

“ … like students, adults arein different places alongtheir learning journey. Theyneed time and opportunityto digest demanding con-tent. They need appropriatesupports, but they do notneed lowered expectations.”

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When we take away technology access because of student behavior concerns, we send the message that digital devices andthe Internet are optional, ‘nice to have’ components of schooling rather than core elements of modern-day learning andteaching.

When we ban teachers from using social media - but not other forms of interaction - to communicate with students in orout of school, we send the message that we are unable to distinguish between behaviors and the mediums in which theyoccur.

When we decline to devote adequate time or support for technology-related professional learning and implementation, wesend the message that low-level or nonexistent usage is just fine.

When we require educators to go hat in hand to IT personnel to get an educational resource unblocked, we send the mes-sage that we distrust them so they must be monitored.

When we wag our fingers at students about inappropriate digital behaviors without concurrently and equally highlightingthe benefits of being connected and online, we send the message that we are afraid of or don’t understand the technologiesthat are transforming everything around us.

When we make blanket technology policies that punish the vast majority for the actions of a few, we send the messages ofinconsistency and unfairness.

When we ignore the power of online and social media tools for communication with parents and other stakeholders, wesend the message of outdatedness.

When we fail to implement hiring, induction, observation, coaching, and evaluation structures that emphasize meaningfultechnology integration, we send the message that it really isn’t that important to what we do in our classrooms.

When we treat students as passive recipients of teacher-directed integration rather than tapping into their technology-related interests, knowledge, and skills, we send the message that they don’t have anything to contribute to their ownlearning experiences. And that control is more important than empowerment.

When we continue to place students in primarily analog learning spaces and ignore that essentially all knowledge workthese days is done digitally, we send the message of irrelevance to our students, parents, and communities.

Are these the messages that we intend to send with our technology decision-making (or lack thereof)? Often not, but whatcounts is the perceptions of the recipients of our decisions. What technology messages is your school system sending?

Upcoming eventsUpcoming events include • ITEC (Oct. 12-14, itec-ia.org), • ISLI (Nov. 8, iowasli.org), • EdCampIowa (Jan. 31, edcampiowa.org), and the • Iowa 1:1 Institute (Apr. 8, iowa1to1.com).

As always, stay in touch at dr.scott.mcleod@gmail.com, 707-722-7853, or @mcleod!

Dr. Scott McLeod, Director of Innovation, Prairie Lakes AEA

Our Technology Messages are Important

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Increasing Knowledge and Skills in this Digital, Global Erawith Scott McLeod

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Administrators Supporting Teacher Leaders to Increase Student AchievementThurs., Oct. 16, 2014 - 9 a.m. to 3 p.m. - SAI Office, CliveEffectively supporting teacher leaders in multiple roles is critical for principals to fully impact increases in student achievement.

For all who are or will be involved in partnering with teacher leaders—join Steve Barkley as he engages you in deepeningyour understanding of how to work most effectively with your teacher leaders.Participate in a planning process that begins with desired increases in student success and structures backward to estab-

lish the necessary behaviors of students, teachers, teacher leaders and administrators. After identifying roles for teacherleaders as team builders, learning facilitators and instructional coaches, you will practice strategies for coaching teacherleaders. Time will be provided to create specific approaches to address your school-based concerns for implementation.

About the facilitator/presenterFor the past 30 years, Steve Barkley has served as a consultant to school districts, teacher organizations, state departmentsof education, and colleges and universities nationally and internationally, facilitating the changes necessary for them toreach students and successfully prepare them for the 21st century. A prolific published author, his weekly blog, SteveBarkley Ponders Out Loud, has evolved into a go-to resource for teachers and administrators all over the world.

License renewal creditThis workshop is part of the Launching Teacher Leadership series. Participants completing three of the series’ workshopslisted below will receive 1 license renewal credit. • April 18, 2014 - Effective Facilitation: Better staff meetings. Better PD. (May not use repeat Sept. 9 session toward credit.)• June 10, 2014 - Leading Educational Change: Strategies to Bring Everybody on Board• June 12, 2014 - Launching Teacher Leadership: An Institute for Teacher Leaders and Administrators• September 9, 2014 - Effective Facilitation: Better staff meetings. Better PD. (Repeat of April 18 session, may use one towardcredit.)

• October 16, 2014 - Administrators Supporting Teacher Leaders to Increase Student Achievement• November 11, 2014 - Building Coaching Communication Skills

RegisterGo to www.sai-iowa.org/events.cfm to sign up online.

Special Education B/DYour Site. Our Model.

1965 51st Street NECedar Rapids, Iowa 52402(319) 294-7038www.kebecca.comKevin J. McCarville, Ph.D.Presidentkmccarville@kebecca.com

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Fall Legal Lab - Tues., Oct. 219 a.m. - 3 p.m. - SAI Office

Issues Surrounding Residency, Enrollment and Education of Students from Diverse Backgrounds• How do you handle situations when a student

moves in with someone who isn’t a guardian?• How do you tackle issues regarding immigrant students? • What are some of the challenges under Iowa’s immuniza-tion requirements? • What do you do with the student who is being tuggedbetween two parents who live in separate districts?• When has a student changed her residency? These are just a few of the questions we will answer duringthis portion of the Legal Lab.

Working through Student Discipline Challenges• When do we have authority to discipline students?• What are some common stumbling blocks when adminis-trators are considering student discipline issues?• What additional steps must we take, and what restrictionsdo we have, when a student with a disability is being dis-ciplined?

• What are some of the best strategies when a studentneeds help beyond discipline?• How do you approach discipline of young students?• What authority do you have under your district’s GoodConduct Policy?We’ll also cover these questions and more during the Lab.

Register today at www.sai-iowa.org/events.cfm.