August 13, 2018
Regional action
EDCAL 7
ACSA regions are where the action happens locally. ACSA's 19 regions divide the state geographically,
allowing the voices of members to be heard at the local level. Each region elects officers who serve as
representatives on the state Leadership Assembly. Regions offer networking opportunities, professional
development and programs tailored to meet local needs. Find out more at www.acsa.org/regions.
ACSA Region 16 leadership
and ACSA President Holly Edds
celebrate Heroes for Equity at their
annual retreat and planning session.
Region 16 is excited about the pre-
mier of the ACSA ELL Academy and
the online Student and Associate
Members meetings.
Region 7 recently held its Leadership Training for officers and region
members. ACSA Executive Director Wes Smith was the guest speaker. The
region leaders and members thanked Smith for his leadership and commit-
ment to the association.
Left to right: Denise Wickham, ACSA state board Member; Deb Rowe, region
vice president, Membership; Jennifer Backman, region president-elect; Wes
Smith, ACSA executive director; Jeff Winfield, region president; Greg Leland,
region past president; Rogelio Adame, region treasurer; Christine Facella,
region secretary, and Mary Ann Sanders, region consultant.
HULIN
Continued from page 1
requires, and then some. After working for
15 years as an elementary school teacher
and three as an instructional coach, Hulin
has spent the last two years as assistant
principal of Sinclear Elementary School in
Ceres Unified School District. In 2018-19,
he will be taking over as principal, replacing
retiring principal Connie Stark.
For Hulin, the switch from teaching to
administration was a deliberate one.
“I wanted to become a school admin-
istrator for multiple reasons,” he said. “I
believe that teaching children is one of
the most important jobs on the planet and
we have an obligation to provide the best
opportunities to our students. We need to
equip our classrooms with the very best
teachers, promote their practice, and protect
their efforts to ensure high levels of aca-
demic and personal success for our students.
“Teaching is a difficult profession and
I wanted to be a part of the force moving
public education in a positive direction,”
he continued. “I listened to the late Rick
DuFour as he shared that what we do in
education is a matter of life and death. I
knew what we do is important, but it wasn’t
until I heard the facts related to the differ-
ences between life as a high school dropout
versus life as high school graduate prepared
for college or career, how important our
work really is.
“As an administrator, I have the privilege
to share in the leadership of educators to
have a profound impact on children.”
His commitment to supporting teachers
in their work lies at the core of his approach
to leadership. This has translated into
effective achievements. He began working
to implement the Professional Learning
Communities model, with a focus on stu-
dent data to drive instruction. At the core
of this culture is student achievement sup-
ported by positive relationships, with effec-
tive high-quality collaborative instruction.
“The thing that I am most proud of
accomplishing so far is bringing the process
ACADEMY
Continued from page 1
“The Adaptive School: A Sourcebook for
Developing Collaborative Groups.”
Sessions are designed for leaders to apply
the learning as a leader to promote a moral
imperative for effective educational prac-
tices for English Language Learners. Open
source documents will be used, enabling
of Professional Learning Communities to
Sinclear,” he said. “Last school year was
spent building shared knowledge and a
shared vocabulary about PLC. Our staff
has embraced the three big ideas that drive
the work of a PLC: A focus on Learning,
A Collaborative Culture and Collective
Responsibility, and A Results Orientation.”
“(Hulin) continually develops in-depth
presentations and trainings, gathers profes-
sional materials for staff to use as resources,
and he is passionate in his vision that
high-quality instructional practices are the
foundation for student achievement,” Ceres
USD Superintendent Scott Siegel said.
Hulin isn’t one to rest on work accom-
plished, looking to continue the work on
PLC as well as “building a strong Response
to Intervention program in the coming few
years. The 2018-19 school year will be our
first step on the path to building an effective
multi-tiered intervention system,” he said.
His day-to-day work ranges in scope
from implementing transformational
changes in school culture to working closely
with custodians, groundskeepers and main-
tenance staff to providing a safe and effi-
cient learning environment. He regularly
visits classrooms, as well as spending time
in the cafeteria at breakfast and lunch
and being present at the end of the day to
engage with students and parents.
Though a relative newcomer to ACSA,
Hulin has already found value in his mem-
bership.
“This is my second year as an adminis-
trator and ACSA member. I have appreci-
ated the support that is provided by ACSA
through attending the ACSA Region 7
conference last year. There were presenters
that were engaging and provided relevant
and current information and strategies to
assist other administrators.”
“I appreciate the relationships and con-
nections I make from attending these
events,” he added.
The theme of the 2018 Leadership
Summit is “Empowering Innovative
Leadership.” For Hulin, this requires both
clear communication of expectations, and
the freedom to be creative and collaborative.
leaders to not only have the latest informa-
tion available but also use them as primary
resources for providing professional devel-
opment. Sessions include access to the core
through integrated English language devel-
opment, accountability and multi-tiered
systems of support, intersection of disabili-
ties and English language development and
equity and access for English learners. For
more information or to register, go to www.
acsa.org/academies.
“Before I became the assistant principal
at Sinclear Elementary, I was an instruc-
tional coach in the Sylvan Union School
District. I was part of a group of eight
newly hired instructional coaches charged
with building a solid coaching program.
Both Superintendent Debra Hendricks and
Assistant Superintendent Laura Wharff
embodied the idea of empowering innova-
tive leadership. They had given our group of
coaches certain expectations and then gave
us the freedom to collaborate together and
work toward creating a program that would
positively impact student learning.
“Allowing our group to be creative and
introduce new ideas to staff created an
energy for work that was second to none.”
Paid Advertisement