President's Message
What an amazing three days of learning we had during the 2024 AASCD Winter Conference in Orange Beach last month. I want to say a special thank you to all who attended. We kicked things off a little differently this year by including a pre-conference training session on Sunday afternoon for new curriculum and instruction directors. While the duties and responsibilities of this position vary from district to district, there are some commonalities in serving as a district leader in this area, and that’s what we wanted to highlight. We weren’t sure how much interest there would be and were thrilled when the room filled up so quickly. Sixteen new directors participated in conversations on topics relevant to their daily work. In addition, they gained valuable resources and information, and hopefully, left feeling a little more connected and supported. This session set the tone for the remainder of the conference, which included presentations by Carrie Yantzer with Capturing Kids Hearts, Marisa Hafley with Marzano Resources, and our own Dr. Melissa Shields, Assistant State Superintendent.
Providing our members with the highest quality professional learning continues to be a top priority for Alabama ASCD. We’re able to do this through our strong partnerships with CLAS, the Alabama State Department of Education, and ASCD. I hope you will make plans to participate in the upcoming Spring C&I Virtual Bootcamp on February 29th. Topics include secondary interventions, special education, extended learning (K-12), counseling interventions, literacy act, numeracy act, textbooks, and AI in the classroom. Later this fall Alabama ASCD will host the Women S.H.I.N.E. in Leadership Summit with LaVonna Roth on September 25th at the Alabaster Instructional Services Center. Alabama ASCD will continue to support you, advocate on your behalf, and provide the professional learning you need as we work together to achieve excellence at every level for Alabama’s students.
K-8 Students Unite to Create Kindness Paper Chain
An intricate display of paper chains currently lines the halls of the Florence City Schools Central Office. Students from Forest Hills, Harlan, and Weeden elementary schools, along with Hibbett Intermediate and Florence Middle School, participated in creating what is known as the Kindness Paper Chain.
Each link in the chain is designed with an illustration or message of kindness to foster a sense of togetherness among students while spreading positivity and goodwill throughout the district. The K-8 counselors and Peer Helpers spearheaded the initiative.
Originally planned to be unveiled during Great Kindness Challenge Week in January, the project was moved to February due to school closures from the recent winter storm. In their perseverance, the counselors and peer helpers demonstrated that making a difference doesn't have to be confined to a calendar week.
As coincidence would have it, the paper chain unveiling fell on National School Counseling Week because of the winter weather closures; it is celebrated the first full week in February each year. The American School Counselor Association says that National School Counseling Week focuses public attention on the unique contribution of school counselors within U.S. school systems. The week also highlights the tremendous impact school counselors can have in helping students achieve school success and plan for a career. The 2024 theme is "School Counseling: Standards-Based, Student-Focused."
Empowering Alabama Educators
Using Social Media for Professional Growth
In today's digital age, the power of social media to connect educators and enhance learning experiences cannot be overstated. Alabama ASCD, a leading organization dedicated to advancing education in the state, is harnessing the potential of various social media platforms to build a stronger educational community and promote professional development opportunities.
By following Alabama ASCD on Facebook, Twitter, Instagram, and LinkedIn, educators can stay informed about the latest developments in education, access valuable resources, and engage in meaningful discussions with peers. Joining the online conversation is as simple as adding the hashtag #ALASCD and mentioning or tagging the organization's page when sharing educational content on any platform.
Leading the charge in this endeavor are dedicated board members who recognize the transformative power of social media in education. Evelyn Hines, Chris Mitten, and Jennifer Williams spearhead efforts on Facebook, while Jacquelyn Flowers, Chrystapher Walker, and Tiffany Yelder lead the charge on Twitter. Emily Harris and Holly McNider bring their expertise to Instagram, while Ashley Catrett and Robbie Smith drive engagement on LinkedIn.
Emily Harris emphasizes the unique benefits of utilizing Instagram in education, citing its visual appeal and ability to foster creativity while cultivating a supportive online learning community. Chrystapher Walker highlights Twitter's role as an asynchronous space for collaboration, where educators can share ideas, provide support, and collaborate on improving their practice.
Jennifer Williams underscores the professional value of Facebook, noting its potential for fostering communication, sharing updates, and engaging with the broader education community. Jacquelyn Flowers echoes this sentiment, emphasizing Twitter's evolution into a platform where educators can connect and collaborate effectively.
Through these diverse social media channels, Alabama ASCD aims to create a dynamic online ecosystem where educators can exchange ideas, seek inspiration, and support one another in their professional growth journey. By leveraging the power of social media, the organization is not only building a stronger educational community within Alabama but also fostering connections and collaborations that transcend geographical boundaries.
As educators navigate the complexities of modern education, Alabama ASCD stands as a beacon of support and innovation, harnessing the power of social media to drive positive change and empower educators to reach new heights of excellence in their practice. Join the conversation today and be a part of this exciting journey toward a brighter future for education in Alabama and beyond.
Join AASCD - Grow, Connect, Act!
As educational leaders we spend most of our professional lives so focused on growing others (students, staff, teachers), that we can often lose sight of the importance of our own efficacy. For me, this is one of the many reasons that I value being a member of Alabama Association for Supervision and Curriculum Development (AASCD). AASCD is an organization that recognizes that curriculum development and supervision directly impact student learning and should drive educational learning systems. Currently, AASCD has over 675 members. It is one of the largest and fastest growing affiliates of CLAS. It is no surprise that its membership has grown due to the scope of the organization’s work. AASCD supports curriculum leaders through professional learning, networking, advocacy, and recognition.
Professional Learning is a cornerstone of AASCD. The affiliate offers a Winter Conference each year that includes presenters who are on the cutting edge of the latest research based educational practices. The conference consists of two days of networking and learning that are invaluable to curriculum leaders. Further, AASCD offers two virtual Curriculum and Instruction Bootcamps. One in the fall and one in the Spring. These one-day events allow for intensive learning from state and national curriculum specialists. In addition, membership affords access to additional resources, such as the Quarterly Newsletter that shares current articles, timely reminders, and training opportunities.
Networking is essential to professional growth. In AASCD, the networking is intentional and purposeful because the organization consists of individuals in our state in similar fields with similar challenges. There is opportunity to collaborate and learn from curriculum leaders who are growth-minded and focused on addressing the diverse needs of students. If you are already a member, I would like to invite you to become a mentor to an Aspiring Curriculum Leader. Grow your own leaders by encouraging an Aspiring Leader to join and then network and mentor them through AASCD’s many professional learning opportunities.
Advocacy work is an imbedded aspect of networking. AASCD works tirelessly to improve education by influencing organizations that decide legislation and policy as it relates to curriculum and instruction. AASCD has a strong partnership with the ALSDE, a strong representation on the CLAS Board, and access to a strong national lobby through ASCD. It is through these organizations that the AASCD has the ability to lend your voice to the most important decisions that are made in our state about curriculum and instruction. If you are already a member, I would like to encourage you to get even more involved. Become a Regional Representative of the organization, invite others to join AASCD, and attend the professional learning that is offered.
An important part of any organization is taking the time to celebrate success. AASCD recognizes curriculum leaders each year through two awards. The Emerging Leader Award and The Whole Child Advocate Award. These awards highlight the incredible curriculum work that is happening across the state of Alabama. These awards are given to the recipients at the Winter Conference in January.
As we step into our “new” membership year, I would like to encourage each one of our members to find a “new” member to join this year. I also hope that this is a brief reminder to all of the benefits we have as members and that we have to offer others. There is truly power in numbers.
Positive Behavior Supports #COMMITTED
Indian Valley Elementary School Implements PBS Initiative
Indian Valley Elementary School services students in Pre-K through Second Grade. Each grade level follows the best practices of Conscious Discipline. We understand that students at this age come to us with various experiences. Establishing Commitments, Routines, and procedures is essential in ensuring students are successful and safe. This year, we have implemented three areas committed to promoting positivity to our students. We are also highlighting expected behaviors we want to see reflected throughout the school.
Area #1: Schoolwide Expectations
S.T.A.R. behaviors guide the entire school. S.T.A.R. stands for the following: S= Strive to do your best, T= Take responsibility, A= Act safely, R= Respect yourself and others. These four areas set the tone of the school and are the foundation for expected behavior.
Area #2: Positive Office Referrals
Positive Office Referrals are used as a tool to allow students the opportunity to be praised while being referred to the office. Often, the school office has a negative connotation. Therefore, this opportunity gives the student a positive interaction with the office.
Area #3: Leader of the Month
Leader of the month is a recognition by peers and teachers that highlights students for following schoolwide expectations and characteristics. Photos of these students’ are posted at the school and on social media.
Indian Valley has seen significant growth in student pride and decreased disciplinary office referrals.
We believe that students need to be taught the expected behavior instead of automatically addressing unwanted behaviors with punitive measures. We also have an R.E.S.E.T. Room used when students need opportunities to regulate unwanted behaviors. Students can communicate using feeling resources to target emotions and promote positive behaviors. The use of our positive behavior supports has created a positive nurturing environment where all students can be successful.
Potential Leaders: Why Now is the Time to Identify and Cultivate
We usually think of culture as being very school focused ---- and it is to an extent, but what happens in the central office does have an impact on schools and their functioning. Sometimes the impact is negative and that breeds more isolation and dysfunction. However, most times the culture at the central level (office) can be a very positive influencer at the local level. So, what are a few district-level leadership practices that may be helpful in establishing positive culture?
- Analyze current systems and remove barriers
- Move from compliance-driven to capacity-building systems around instructional improvement
- Reframe district-mandated curricula as resources to support effective teaching
- Commit to supporting and sustaining strong school leaders.
When you analyze the current systems in your district, you will note some systems simply are not working and too unwieldy compared to their output. It may mean letting go of those old practices or it may mean working with school leaders to create simpler, more effective systems and remove the old barriers. The main thing is to prioritize the instructional time – if there are systems and structures that take time from focused intentional instruction, from having safe teaching and learning spaces, or from developing school leaders and faculties to high levels --- then the structures are an issue and need to be fixed.
As a district director, you should be deliberate as you re-evaluate and re-work your processes for building leader and teacher capacity. All things should be centered on the instructional core. Researchers define the instructional core of teacher knowledge and skill, students’ engagement in learning, and challenging content. These three are interdependent and when one is weak or missing then there are typically negative results. One tip is to work with school leaders and teachers to design a district-wide system of observation and walk-through practices that focus on the instructional core – this local school voice is critical to the success of the process.
You have the opportunity and the responsibility to leverage your role at the district level to engage in conversations about what really is effective instruction and to be an advocate for authentic teaching and learning. Again, you may have the first look at new textbooks, new software programs and because of this, you serve as a screener for resources. It is important to ensure that the selection and use of resources will support teachers’ abilities to create rigorous, high quality lessons that meet local and state standards.
“It is difficult to envision an investment with a higher ceiling on its potential return than a successful effort to improve principal leadership.” ~The Wallace Foundation
Because most of us served as school based leaders before taking on the role of central office leadership, we realize and accept that we must support and advocate for those in the field, both the effective and the not-so-effective administrators. In 2021, an article in EdWeek reported that approximately 42% of principals were considering leaving the profession and I venture a guess that the percentage is still on target.
Culture, in my mind, is one of feeling purpose and value and being able to develop a community spirit with a common goal. Leaders in central office positions have the opportunity to build culture through shared experiences and relationship development.
Look for information about more professional learning events on our social media platforms.
AASCD Winter Conference 2024 - Mission Possible: Connect to Conquer
Our Annual Winter Curriculum Conference was held at the Perdido Beach Resort the week of January 23-24, 2024. Although the weather was a bit uncharacteristic, the conference atmosphere was invigorating!
New Curriculum Directors participated in a Pre-Conference session that provided them with tips and tools for the position to be successful. During the opening session conference goers were greeted by the Gulf Shores High School “Wave of Steel.” Keynote speaker Carrie Yantzer, shared her story and discussed how to bring out the best in ourselves so that we can bring out the best in others. The quote that captured the audience: “Schools can’t become the best place for students to learn and grow unless we make them the best place for teachers to work and grow” (Carrie Yantzer, 2024).
After a great networking lunch, Marisa Hafley challenged everyone to reflect on what effective teaching looks like in every classroom. Hafley shared the latest research around The Art and Science of Teaching. “If a student is in one of the most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.” – (Deborah Loewenberg Ball, Dean of Education). A few additional take-aways from this session that are important to remember are
- The elements presented within the book are NOT instructional strategies. The 43 elements presented are inclusive of 300+ instructional strategies. The elements are more about engaging the students in mental processes and the teacher understanding the students’ mental states.
- All elements included in the book have been extensively researched and are efficacious.
- Remember: Effective teaching is NOT perfect teaching.
- When ALL teachers engage in continually growing their expertise and professional reflection, there is “collective efficacy” within an organization.
Our partners kicked off the second day with an awards breakfast and breakout sessions. The breakout sessions ranged from High Quality Instructional Resources to Summer Learning.
Each breakout session provided conference goers with time to collaborate, ask questions and work through possible scenarios. We ended the day with a powerful closing session from our very own State Deputy Superintendent, Dr. Melissa Shields. Dr. Shields shared information, resources and tools to better understand and support our students that experience trauma. She shared current research on ACE (Adverse Childhood Experiences) and how these traumatic experiences have long term consequences on students who eventually become adults.
The theme of ASCD 2024 conference was Mission Possible: Connect to Conquer and every conference goer in attendance left with the knowledge ready to return back to our districts to collaborate, connect and conquer whatever obstacles get in the way of student success. Have a wonderful winter term. Let’s continue to make the impossible possible!
Empowering Leadership and collaboration
Highlights from the AASCD Winter Conference and Future Opportunities
School leaders play a crucial role in guiding and inspiring their teams toward a common goal. They provide direction, make strategic decisions, foster a positive and productive work environment, and empower individuals to contribute their best efforts, ultimately driving the collective success of the group. A leader is also responsible for coaching their staff, developing and implementing strategies, tactics, and training programs to enhance the team's performance. They provide guidance on technical skills, teamwork, and game awareness, while motivating and inspiring individuals to reach their full potential. Effective coaching is essential for the success of the school, ultimately impacting the success of the students. When a school leader can effectively coach their team, a powerful impact is realized.
This year, the Alabama Association of Curriculum and Development (AASCD) convened in Gulf Shores, Alabama, for its winter conference themed "Mission Possible: Connect to Conquer," which did not disappoint. Attendees embraced the theme, and the program kicked off with a powerful keynote by Carrie Yantzer, emphasizing the importance of bringing out the best in yourself to bring out the best in others. Her high-impact keynote left everyone feeling rejuvenated and ready to return to their schools to serve for the rest of the year.
Marisa Hafley, the second keynote speaker, discussed the significance of effective teaching in every classroom. The second day of the conference commenced with an awards breakfast and featured breakout sessions on various topics, including the collaborative approach for school leaders and coaches, high-quality instructional resources, ways to create a healthy, inclusive, and reflective learning environment, and summer learning and alternative programs for at-risk students. The conference concluded with a powerful keynote from Dr. Shields, the Assistant Superintendent, who emphasized the importance of becoming a student of our students and the impact of trauma. Networking opportunities were provided in the evening for attendees to reconnect with their colleagues, either through a dinner or simply hanging out at the bar listening to music.
On February 29, 2023, AASCD will partner with the Alabama State Department of Education and CLAS to host its final Curriculum and Instruction Boot Camp of the year. Please join us for a day of professional learning on Alabama topics that will assist you in your role as Curriculum and Instructional supervisors. Topics for the boot camp include the Literacy Act, Extended Learning, Numeracy Act, Secondary Inventions Best Practices, Counseling Interventions, AI, Special Education, Textbooks, an interactive session on High School Redesign, and FAFSA. If you have not registered yet, please do so by clicking on the link provided.
CLAS will host its annual convention on June 9-12, 2024, in Mobile, AL, where all roads lead to learning. There will be motivation, inspiration, and education through keynote speakers, clinic speakers, and breakout sessions speakers. You will also have time to network with colleagues whom you may not have seen in (at least) a year.
As you make plans to travel to Mobile for the convention, remember to be yourself, as everyone else is taken! Your influence makes a difference (Carrie Yantzer)! Don't hesitate—get on the road and register today using the provided link. As always, if any of the CLAS staff can assist you on your journey, please do not hesitate to contact us!
State Legislative Preview 2024
It was a pleasure to meet so many AASCD members at the winter conference in Orange Beach. As a former classroom teacher, I know how energizing it can be to connect with colleagues and get ideas to take back home.
I’m excited to be part of the CLAS team and to work on behalf of curriculum directors in Alabama to get you the funding you need for your students’ academic success. Budget advocacy is my number one responsibility as the CLAS Director of Governmental Relations. As the CLAS lobbyist, it’s my job to bring your needs and perspectives to the negotiating table and to have my words simply underscore the message you’re already sharing with your state legislators and state board members.
Experts are predicting a modest bump in state budget growth, with around $500 million available for “new” spending in the Education Trust Fund. And don’t be fooled by headlines heralding a $2.5 billion surplus in the ETF – because of changes made to the Rolling Reserve Fund in the 2023 legislative session, the Legislature only has about $650 million to spend in an FY2024 ETF Supplemental Appropriation. That’s less than half of what the Legislature was able to appropriate last year. CLAS will advocate aggressively for public K-12 education to receive its proportional share of that surplus revenue.
A concern we continue to hear from legislators is their worry about what is being taught in Alabama’s schools. I encourage you to engage with your system’s legislators so that they know your teachers are using high-quality instructional materials as well as the procedures that your school system follows when selecting materials locally. CLAS is a firm supporter of local control when it comes to education, since communities may vary in what they value. We always want local schools to reflect their local communities, not the values of those living elsewhere.
We look forward to welcoming AASCD members to the CLAS office on April 17 and May 1 for CLAS Advocacy Days. These days are an opportunity for you to deepen relationships with your system’s legislators while getting a peek at the legislative process. We’ll start each Advocacy Day session with an issue briefing and quick legislative update before heading to the State House to watch education committee meetings. Afterwards we will connect with your legislators so that you can share priorities and concerns. Morning Advocacy Day sessions will end with lunch back at the CLAS office, while afternoon Advocacy Day sessions will have the same agenda but will begin with lunch.
If you’re not sure who your school’s state representative and state senator are, use our tool to find them with your school’s address.
Please don’t hesitate to reach out if you have questions about state laws and policies related to your domain. Email me at whitney@clasleaders.org or call me at 205-602-7465. I’m here as a resource for you!