– Lisa Gonzales ACSA President
ACSA mentor program comes full circle
ACSA ’ s Mentor Program has been growing exponentially in the three years of its existence . Mentors have now assisted hundreds of school leaders in their careers , providing the kind of seasoned , invaluable advice that can grow an administrator ’ s job abilities much faster than by merely learning on the job .
One person who can really speak to the value of the program is Marisa Sarian , assistant superintendent of secondary education for Pasadena Unified School District .
What makes Sarian so qualified to comment on this ACSA benefit ? She started out as a protégé , and now has come full circle to where she has become a mentor in the program .
Sarian began a working partnership with ACSA mentor John Porter at the advice of one of her school board members . Right away , she knew she had found someone who could be a valuable resource for her in her job .
“( Porter ’ s ) experience in different leadership positions at the district level and his knowledge and expertise in high school improvement and college and career academies sparked my interest ,” Sarian said . “ He is such a natural teacher and very inspirational and helpful . John helped me think about my thinking , and provided different tools and research on the best ways to implement strategies .”
Sarian said that Porter provided excellent advice , helping her focus on critical areas and bringing clarity to her role as a principal supervisor . The clarity and focus helped Sarian move from interim to the permanent position assistant superintendency she holds now .
And in turn , Sarian has moved from being a protégé to becoming a mentor herself . She decided to do so at the behest of Porter .
“ John recruited me ,” she said . “ I wasn ’ t sure I could be of service to anyone else , since I was fairly new to my role , but I trusted John ’ s wisdom and experience , so I agreed .”
Sarian said she has grown in her career , both as a protégé and now a mentor .
“ I feel like both opportunities have helped me grow professionally ,” she said . “ There is mutual understanding and respect and a safe space to think out loud and share ideas and challenges . My protégé is an experienced administrator , but she is new to the high school level , so it is a wonderful opportunity to learn from one another .”
For his part , Porter said he welcomed the opportunity to become a mentor to Sarian . He said their working relationship has served as an example to others of the benefits of the ACSA Mentor Program .
“ I use my own experiences with Marisa two years ago as an example of the wonderful professional growth experience that is possible when a newly appointed administrator can work confidentially with an experienced colleague ,” Porter said .
He noted that the ACSA Mentor Program is not coaching , but rather comes conceptually from the research on “ cognitive apprenticeship ” or learning by doing ; or with administrators , “ learning by thinking ” between a protégé and mentor .
“ It was one of the most rewarding professional experiences I ’ ve had in over 40 years in education ,” he said .
Porter also noted that all ACSA members in their first or second year in a new administrative position are eligible to receive a skilled and experienced mentor through their regular membership fee . Mentors are retired or current experienced administrators who simply want to give back to their profession .
“ It ’ s a once a month meeting commitment with follow-up communications , when needed , that lasts for one to two years ,” Porter said . “ Building these professional relationships has proven to be an invaluable step in building successful careers not only in education but many other professions as well .”
Sarian agreed , saying she would recommend the program to anyone who could find use for some experienced career advice .
“ Don ’ t miss out on an incredible opportunity to receive honest feedback and to push your practice in a safe and nurturing space ,” Sarian said . “ We all need to reflect and refine our work , and having a coach and a mentor will make the journey even more powerful and rewarding for all involved .”
Find out more about the ACSA Mentor Program at www . acsa . org / mentoring .
Study examines implementation of NGSS
The Public Policy Institute of California has released a new study examining the implementation of the Next Generation Science Standards in state K-12 schools .
PPIC notes that these standards – adopted five years ago – “ emphasize ‘ three-dimensional learning ’ practices , including disciplinary core ideas , crosscutting concepts , and science and engineering practices . Further , they are aligned with the Common Core State Standards to prepare students for college and careers .”
The PPIC summary states several key findings :
• Implementation is uneven . Although most survey respondents were either very or somewhat familiar with the NGSS , a quarter of respondents in low-performance districts are only slightly familiar with the new standards . Seventy-eight percent of districts report that they are implementing the new standards , and the percentage of urban districts reporting this is notably higher at 94 percent .
• About half of districts have adopted the State Board of Education ’ s preferred models . For middle schools , about half of districts opted for the preferred middle school model and close to half have chosen the three-course model ( with earth and space science interwoven into each course ) for high schools .
Still , about one-fifth of respondents have yet to decide what courses to use for teaching the standards . Rural districts were less likely to have made a decision about middle school courses , while urban districts were less likely to have made a decision for high school .
• Instructional materials , science labs and equipment , teacher shortage and teacher training present big challenges .
With the state scheduled to adopt textbooks and other instructional materials in 2018 , at the time of the survey about a year ago , 59 percent of districts reported instructional materials as a big challenge . Most also have issues with the quantity of science labs , the adequacy of science labs and the quantity of science equipment in their districts .
About a quarter of districts reported not having sufficient credentialed science teachers , and more than 70 percent of districts face challenges in teacher training .
• Successful implementation may require changes in other elements of the K-12 system . The state ’ s minimum high school graduation requirements include only two years of instruction in life sciences and physical sciences , while NGSS require a minimum of three years of instruction . Local districts can require additional years , but 60 percent do not .
In addition , science education has taken a back seat to math and English and very few students have access to a quality science education in early grades .
PPIC recommends several actions , including updating statewide high school graduation requirements , incorporating specific science metrics into the state accountability system , and leveraging NGSS to improve science education in the early grades .
The full report , “ Implementing the Next Generation Science Standards : Early Evidence from California ,” can be accessed on the PPIC website at www . ppic . org .
National principal honor nominations due April 27
Now is the time to get in nominations for the honor of being a 2018 National Distinguished Principal . The award is bestowed by the National Association of Elementary School Principals in partnership with ACSA ’ s Elementary Education Council . It honors the best school site leaders in the nation from each state in the country . The deadline of April 27 is fast approaching to submit nominations .
The NDP program recognizes elementary and middle level principals who set high standards for instruction , student achievement , character and climate for the students , families and staffs in their learning communities . The program is based on three fundamental ideas :
• Children ’ s attitudes toward learning and their perceptions of themselves as lifelong learners are established in the beginning school years .
• The scope and quality of children ’ s educational experiences are determined primarily by the school principal , who establishes , through the important work of teachers and the support of caring parents , the character of a particular school ’ s program .
• The dedication and enthusiasm of the outstanding principals who guide children ’ s early education experiences should be acknowledged to both show appreciation for their work and allow them to serve as models for others in the field .
Nominees must be active principals , have served in the principalship for at least five years , and remain active in the role through the 2018-19 school year . Nominees must display a strong commitment to the principalship through active participation in professional associations and must assume an active role in the community . NDPs are leaders who truly make a difference .
The application is quite comprehensive , must be completed by the nominee , and must include letters of reference and support from the nominee ’ s superintendent , a fellow principal , a teacher on the nominee ’ s staff and a parent / community member .
Nomination packets will begin to be reviewed in April by California ’ s past NDPs , with a selection announced in May . The 2018 National Distinguished principal will be invited to attend honor ceremonies in Washington , D . C . in the fall .
For an application packet , contact
ACSA ’ s Mary Gomes at mgomes @ acsa . org or call ( 916 ) 329-7045 or ( 800 ) 608-ACSA .
Each year , NDPs represent Pre-K to eighth grade public schools from all across the country , as well as principals in U . S . private schools and those from the United States Departments of Defense Office of Educational Activity and the United States Department of State Office of Overseas Schools .
For more information on NAESP , visit www . naesp . org .
Scott Borba , center , California ‘ s 2017 NDP , represented NAESP during a recent trip to Washington , D . C . Above , he confers with Evan Smith of Rep . Mark DeSaulnier ’ s office , left , and ACSA Principal Terrance Dunn , right , Stoneman Elementary in Pittsburg USD .
April 16 , 2018 EDCAL 3
With a large , evolving organization of close to 18,000 members , some may find it difficult to connect . Have you ever thought of getting more involved ? Do you know how to access the organization ?
Our ACSA website has each of our 19 regions statewide identified with names and contact information of the leaders in the region who can help you with opportunities for networking , professional development , mentoring and leadership opportunities . If you scan the regional information , you will find the “ charter ” that your district is part of and the leaders who can help connect you with others in the general area .
I share this because now is the time when reading EdCal from back to front becomes much more common , with postings of jobs . And the ACSA leaders you know ( or should know ) in those areas may be good contacts to discuss the nuances of districts , boards , leadership philosophies and more .
Like any very large organization , you might sometimes think your voice isn ’ t going to be heard . However , this week , more than 300 ACSA leaders are convening in Sacramento for Legislative Action Day , led by Vice President for Legislative Action Terri Rufert . Through the key themes being discussed , each participant will be able to give a frame of reference and voice to the issues from the vantage points of their districts . Legislators and their staffs do listen to that voice .
Likewise , this has been a year of ACSA listening . When we surveyed members statewide on topics that should be our pressing legislative issues , those that rose to the top included : accountability ; school finance ; educator effectiveness & pipeline ; special education ; and student needs ( social emotional , physical , supportive environments and immigration free zones ).
You spoke and we listened , and much of our work in this year of my presidency has been on topics relating to school safety , schools and districts being safe zones , advocacy around finance , the governor ’ s Mid-Year Budget Revisions , and full funding for special education .
We have also listened to your feedback on the developing Strategic Plan . That plan has investigated areas of growth and necessity , and where ACSA fits in with the rest of the educational organizations out there . When we ’ ve sent out surveys and brought together ACSA leaders , our planning teams have truly listened to topics like diversity , equity , building leaders , governance , membership development and more .
I ’ m finishing up my eighth year on the ACSA Board and have attended Leadership Assemblies for more than 14 years . I ’ ve watched the shift go from being a reactionary group to the most influential leadership organization in the state , and in the nation , that focuses on students and the work of the leadership who support them .
As we launch our new Fatal School Violence Task Force , we are the only organization in the state tackling the topics that will help keep our students and staff safe . You asked . We responded . We are listening . And we will continue to do so .
– Lisa Gonzales ACSA President