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NASSP Selects Maryland Principal Robert Motley of Atholton High School to Serve as President-Elect

BOSTON – Robert Motley, principal of Atholton High School in Columbia, MD, has been elected to serve as the 2019–20 president-elect of the National Association of Secondary School Principals (NASSP). Six school leaders from across the country were also elected to serve four-year terms on the 24-member NASSP Board of Directors

Motley has been a member of the board for four years and served as the chair of the NASSP Programs and Services Committee. Additionally, he was the board liaison to the Student Leadership Advisory Committee, where he worked with exceptional student leaders from around the country to advocate on Capitol Hill and shape the national student voice initiative.

In 2006, Motley was recognized as the Maryland State Assistant Principal of the Year by the Maryland Association of Secondary School Principals. He earned his undergraduate degree at the University of Maryland-College Park in French language and foreign language secondary education, and a master’s degree at The George Washington University in elementary and secondary educational administration and supervision. He is currently seeking his Ph.D. in instructional leadership at Notre Dame Maryland University.

“Robert has been a valuable member of the NASSP Board of Directors and we are thrilled that he will become our next president-elect,” stated NASSP Executive Director JoAnn Bartoletti. “We also welcome the six new members to the board and look forward to the contributions they will make to continue to move our organization forward. Robert and the new board members will lend their voices, expertise, and experiences to our efforts to develop strong school leaders, providing the support they need to foster healthy and safe school communities and champion student leadership and equality.”

The six school leaders elected to the board for two-year and four-year terms include:

  • Julie Arnold, principal, Rio Rancho Cyber Academy Rio, Rancho, NM
  • Raechelle Fabrao, assistant principal, Kapolei Middle School, Kapolei, HI
  • Carole Kihm, principal, Longfellow Middle School, Falls Church, VA
  • Jen Lindaman, principal, Ankeny Centennial High School, Ankeny, IA
  • Gina Marie Pin, assistant superintendent, head of school, Joel Barlow High School—Region 9, Redding, CT
  • Albert Sackey, principal, Nathan Hale Middle School, Norwalk, CT

The new board members were elected during the association’s Members’ Assembly, held this year at the National Principals Conference in Boston, July 18–20. All board terms are effective August 1, 2019, as is Motley’s post of president-elect. Motley will serve under 2019–20 NASSP President Peter Kruszynski until August 1, 2020, when he will succeed to the NASSP presidency.

For a complete roster of the NASSP Board of Directors, please visit www.nassp.org/who-we-are/board-of-directors.


About NASSP

The National Association of Secondary School Principals (NASSP) is the leading organization of and voice for principals and other school leaders across the United States. NASSP seeks to transform education through school leadership, recognizing that the fulfillment of each student’s potential relies on great leaders in every school committed to the success of each student. Reflecting its long-standing commitment to student leadership development, NASSP administers the National Honor SocietyNational Junior Honor SocietyNational Elementary Honor Society, and National Student Council.

NASSP Releases New Framework to Promote Effective School Leadership

Reston, VA – The vision of effective school leadership just became clear and practical with the release of Building Ranks, an actionable framework developed by the National Association of Secondary School Principals (NASSP), the leading organization of and voice for principals and other school leaders across the United States. Building Ranks provides a cohesive and accessible picture of the leader’s evolving complex role—one that supports the success and well-being of each student and adult in the learning community. It promotes the ongoing growth of each school leader—in his or her unique context—by providing strategies and resources.

“Building Ranks is a powerful expression of contemporary school leadership and a platform for advancing innovative, adaptive, and equitable education throughout America’s schools,” said NASSP Executive Director JoAnn Bartoletti. “We are confident Building Ranks will go a long way toward illuminating the specific areas where the principal can have the greatest and most effectual impact.”

Structurally, Building Ranks provides a model of 15 dimensions of principal practice under two domains: Building Culture and Leading Learning. The model was developed by a diverse team of principals and other experts in educational leadership. The standards-based framework contains authentic examples of principal practices, strategies, and resources, and aims to build a more effective learning community for principals.

The Building Ranks framework is brought to life by the Educational Leadership Product Suite, which includes:

Later this year, NASSP will add three resources to the Educational Leadership Product Suite:

Visit www.nassp.org/buildingranks for more information about the Building Ranks framework and download the Executive Summary.


About NASSP

The National Association of Secondary School Principals (NASSP) is the leading organization of and voice for principals and other school leaders across the United States. NASSP seeks to transform education through school leadership, recognizing that the fulfillment of each student’s potential relies on great leaders in every school committed to the success of each student. Reflecting its long-standing commitment to student leadership development, NASSP administers the National Honor SocietyNational Junior Honor SocietyNational Elementary Honor Society, and National Student Council.

NASSP Names 2019 Digital Principals of the Year

Reston, VA – The National Association of Secondary School Principals (NASSP) today named Beth Houf, Chris Lehmann, and Allison Persad as the 2019 Digital Principals of the Year (DPOY). Each of these principals exhibit bold, creative leadership in their drive to harness the potential of new technologies to further learning goals.

Beth Houf (@BethHouf), Fulton Middle School, Fulton, MO

Beth Houf is the proud principal of Fulton Middle School (FMS) in central Missouri. In her 11 years as principal, she has worked to implement a technology-infused vision among various stakeholders through initiatives including transforming the teacher evaluation program through technology; implementing FMS Passionate Learning, a digital innovation focused on personalized learning; and utilizing social media platforms to improve communication with parents and model digital citizenship and leadership for students. Houf is the co-author of Lead Like a PIRATE: Make School Amazing for Your Students and Staff. She also serves as a facilitator for the Missouri Department of Elementary and Secondary Education Leadership Academy, providing monthly training to state educational leaders, and is active in her local, state and national principal associations.

Chris Lehmann (@chrislehmann), Science Leadership Academy, Philadelphia, PA

Chris Lehmann is the founding principal and CEO of the Science Leadership Academy, an inquiry-driven, project-based, 1:1 laptop school that is considered to be one of the pioneers of the School 2.0 movement nationally and internationally. It is part of the Science Leadership Academy Schools network, a network of three progressive science and technology schools in Philadelphia. Since the school’s inception in 2006, Lehmann has focused on fulfilling its vision that technology should be ubiquitous, necessary, and invisible. He has created a Tech Team to manage and maintain the school’s technology; a web portal to allow students to work publicly on school blogs and learning tools; and an overall environment that empowers students to leverage technology in new and powerful ways. Chris is the co-author of Building School 2.0 and blogs regularly at www.practicaltheory.org.

Allison Persad (@apersad), The Young Women’s Leadership School of Astoria, Astoria, NY

Allison Persad is the principal of The Young Women’s Leadership School (TYWLS) of Astoria, where she prides herself on advancing a technology vision that offers agency and creative freedom to her teachers, students, and staff. In her tenure at TYWLS of Astoria, she has focused on a mission to ensure that all students have access to computer science, implementing a seven-year Software Engineering Program designed to help students think and solve critical problems in creative ways through the use and understanding of technology. In an effort to empower and educate girls through technology, the school became a 1:1 laptop environment that allows for the incorporation of technology in every course throughout the day. Persad has spent nearly 20 years as a student, teacher, coach, adjunct professor, and now principal of an all-girls public school in New York City.

“We are proud to honor Ms. Houf, Mr. Lehmann, and Ms. Persad for their extraordinary efforts to improve instruction, student achievement, and their own leadership through the use of technology in their schools,” stated NASSP Executive Director JoAnn Bartoletti. “We commend these principals for leveraging technology as a resource to further build culture and lead learning to help prepare each student for success in college, citizenship, career, and life.”

To recognize the DPOY winners, the three principals will get an expenses-paid trip to participate at the 2019 National Principals Conference in Boston, July 18–20.

For more information on the DPOY program, please visit www.nassp.org/dpoy.


 About NASSP

The National Association of Secondary School Principals (NASSP) is the leading organization of and voice for principals and other school leaders across the United States. NASSP seeks to transform education through school leadership, recognizing that the fulfillment of each student’s potential relies on great leaders in every school committed to the success of each student. Reflecting its long-standing commitment to student leadership development, NASSP administers the National Honor SocietyNational Junior Honor SocietyNational Elementary Honor Society, and National Student Council.

NASSP and National Student Clearinghouse Collaborate to Help Principals Examine Effective Efforts for Postsecondary Success

HERNDON, VA (May 21, 2019)—The National Student Clearinghouse and the National Association of Secondary School Principals (NASSP) announced today that they are collaborating to help principals examine how high school programs and policies lead to postsecondary success.

With the Clearinghouse’s nationwide secondary and postsecondary student data, principals can see exactly how each of their school’s graduates continue their formal learning beyond high school. Principals can also identify their most effective efforts that lead to students’ postsecondary success.

“The data provided by the Clearinghouse gives us access to how many of our students attend postsecondary institutions upon graduation, which is a valuable data tool we use to look at trends,” said Matthew Elder, assistant principal of Orange Vista High School in Perris, California. “We look at the institutions our students are attending and the timeframe when they attend those institutions. This information allows us to make our site’s postsecondary plans each year to narrow our focus for our students and staff.”

“Principals always want to know how well their graduates are doing in their postsecondary journey. But they too often have to rely on survey data, which provides a very limited and sometimes inaccurate picture,” said NASSP Executive Director JoAnn D. Bartoletti, who also serves on the Clearinghouse Board of Directors. “Collaborating with the Clearinghouse, NASSP can both provide principals access to a comprehensive set of objective data and help them maximize the use of that data to assess their own high school programs.”

“Working in a collaborative fashion with NASSP allows the Clearinghouse to have a greater understanding of the needs of secondary school principals and to address their most pressing challenges,” said Rick Torres, President and CEO of the Clearinghouse. “Our mutual efforts will better inform the nation’s K–12 leaders about student pathways to strengthen schools and help education go further with innovative approaches that meet reporting, research, verification, transcript, and data exchange demands across the K–20 to workforce continuum.”

Clearinghouse staff will host thought leadership conversations at the July 2019 National Principals Conference and the September 2019 NASSP Principal’s Institute Meeting. The two organizations will work together on joint articles, a national co-branded survey, sharing strategic information on each other’s websites, and webinar and strategy sessions to benefit secondary school leaders.

The Clearinghouse regularly works with educational organizations, including state and local agencies and principals throughout the country, to accurately assess the efforts of schools and outreach programs to help millions of students succeed each year and determine college and career readiness. Each fall, the Clearinghouse produces the High School Benchmarks report, which breaks down the nationwide data by school type (public, private, and charter) as well as demographic details.

Using the High School Benchmarks Report, high schools and school districts can conduct an apples-to-apples comparison between their school’s college enrollment, persistence, and graduation rates and those of similar schools across the country. The outcomes data is also formatted in percentile rankings, allowing schools to assess their performance relative to that of similar schools. The data empowers principals and administrators with accurate, reliable data to chart student success throughout college, answering such questions as:

  • How well are we preparing our students to get into college?
  • How many of our graduates enroll in college and graduate?
  • How well are we preparing our students to succeed once they are in college?
  • How do our school’s postsecondary education rates compare to other schools with similar populations?

Contact Todd Sedmak to set up an interview with the principal of a case-study school or a Clearinghouse official.


About the National Student Clearinghouse®

The National Student Clearinghouse, a nonprofit formed in 1993, is the trusted source for and leading provider of higher education verifications and electronic education record exchanges.

The Clearinghouse serves as a single point of contact for the collection and timely exchange of accurate and comprehensive enrollment, degree, and certificate records on behalf of its more than 3,600 participating higher education institutions, which represent 98 percent of all students in public and private U.S. institutions. The Clearinghouse also provides thousands of high schools and districts with continuing collegiate enrollment, progression, and completion statistics on their alumni.

Through its verification, electronic exchange, and reporting services, the Clearinghouse saves the education community cumulatively over $750 million annually. Most Clearinghouse services are provided to colleges and universities at little or no charge, including enhanced transcript and research services, enabling institutions to redistribute limited staff and budget resources to more important student service efforts. Clearinghouse services are designed to facilitate an institution’s compliance with the Family Educational Rights and Privacy Act, The Higher Education Act, and other applicable laws. The Clearinghouse has signed the Student Privacy Pledge and is the first recipient of ikeepsafe.org’s FERPA compliance badge, which was awarded to its StudentTracker for High Schools service.

For more information, visit www.studentclearinghouse.org.

About NASSP

The National Association of Secondary School Principals (NASSP) is the leading organization of and voice for middle level and high school principals, assistant principals, and school leaders from across the United States. The association connects and engages school leaders through advocacy, research, education, and student programs. NASSP advocates on behalf of all school leaders to ensure the success of each student and strengthens school leadership practices through the design and delivery of high-quality professional learning experiences. Reflecting its long-standing commitment to student leadership development, NASSP administers the National Honor SocietyNational Junior Honor SocietyNational Elementary Honor Society, and National Student Council.

Literacy Proponents Celebrate Proposed Funding

WASHINGTON, D.C.—Advocates for Literacy, a coalition of over 60 organizations focused on increasing the federal commitment to improve literacy instruction through evidence-based practices, strongly supports the proposed $195 million for the Literacy Education for All, Results for the Nation (LEARN) program—referred to as comprehensive literacy development grants—in the House of Representatives’ Fiscal Year (FY) 2020 Labor, Health and Human Services, Education, and Related Agencies (LHHS-Education) appropriations bill. Advocates for Literacy believes a strong federal commitment to literacy is imperative and is pleased that the House Committee on Appropriations has proposed an increase in funding for LEARN by $5 million over the FY 2019-enacted level.

LEARN supports states in a comprehensive, systemic approach to strengthen evidence-based literacy and early literacy instruction for children from early learning through high school and supports districts’ capacities to accelerate reading and writing achievement for all students. Additionally, LEARN helps states and districts support high-quality professional development for teachers, librarians, principals, specialized instructional support personnel, and other educators to improve literacy instruction for struggling readers and writers, including English-language learners and students with disabilities.

At a time when only 35 percent of fourth-grade students, 35 percent of eighth-grade students, and 37 percent of 12th-grade students performed at or above the proficient level on the reading assessment of the National Assessment of Educational Progress (NAEP)—the Nation’s Report Card1—funding to support and improve literacy instruction is imperative. Advocates for Literacy is grateful to the House appropriators for recognizing the importance of high-quality reading and writing instruction to a quality education by proposing $195 million for LEARN in FY 2020, an increase of $5 million over the enacted FY 2019 level.

About Advocates for Literacy

Advocates for Literacy is a coalition of over 60 organizations that supports improved literacy instruction through comprehensive birth through grade 12 state-led literacy plans that target struggling and economically-disadvantaged students with low-performing English language arts assessment scores.

Members include:

Academic Language Therapy Association
ACT
Advocacy Institute
Alliance for Excellent Education
American Association of Colleges for Teacher Education
American Federation of Teachers
American Occupational Therapy Association
Association for Career and Technical Education
Association on Higher Education and Disability
Association for Middle Level Education
CAST
Center for the Collaborative Classroom
Council of Administrators of Special Education
Council for Exceptional Children
Early Care and Education Consortium
Easterseals
EDGE Consulting
Education Northwest
Every Child Reading
First Five Years Fund
First Focus Campaign for Children
Grimes Reading Institute
Higher Education Consortium for Special Education
HighScope Educational Research Foundation
Home Instruction for Parents of Preschool Youngsters
Institute for Educational Leadership
International Dyslexia Association
International Literacy Association
Institute for Educational Leadership
Keys to Literacy
Knowledge Alliance
Learning Ally
Learning Disabilities Association of America
Learning First Alliance
Literacy How, Inc.
National Adolescent Literacy Coalition
National Association of Elementary School Principals
National Association of ESEA State Program Administrators (formerly the National Title I Association)
National Association of School Psychologists
National Association of Secondary School Principals
National Association of State Boards of Education
National Association of State Directors of Special Education
National Black Child Development Institute
National Black Justice Coalition
National Center for Families Learning
National Center for Learning Disabilities
National Council of Teachers of English
National Down Syndrome Congress
National Down Syndrome Society
National Education Association
National Forum to Accelerate Middle-Grades Reform
National Rural Education Association
National Urban Alliance for Effective Education
National Women’s Law Center
National Writing Project
Nemours Children’s Health System
Parents as Teachers
Reading Partners
Reading Recovery Council of North America
Scholastic Inc.
School Social Work Association of America
TASH
Teach Plus
TESOL International Association
The Arc
United Way Worldwide
WestEd
ZERO TO THREE

1Fourth- and eighth-grade reading scores come from the 2017 National Assessment of Educational Progress (NAEP) and 12th-grade reading scores come from the 2015 NAEP.

NASSP Statement on Education Tax Credit Proposal

Reston, VA–NASSP Executive Director JoAnn Bartoletti issued the following statement on Education Secretary Betsy DeVos’s new “Education Freedom” tax credit proposal:

There is a well-established case against tax credits, vouchers, and other schemes to privatize public education. They fail to improve achievement and succeed only in diverting scarce public dollars from the public’s own schools. This proposal, however, is particularly tone deaf. Principals across the United States are struggling to attract and retain teaching talent that is discouraged by inadequate pay and crumbling work conditions. These challenges will only intensify as public school enrollment increases over the next decade. Mobilizing behind a scheme to further starve public schools and 9 in 10 American students of the resources they need is not only unresponsive, but insulting, and it reflects this administration’s persistent disdain for public education.

About NASSP

The National Association of Secondary School Principals (NASSP) is the leading organization of and voice for middle level and high school principals, assistant principals, and school leaders from across the United States. The association connects and engages school leaders through advocacy, research, education, and student programs. NASSP advocates on behalf of all school leaders to ensure the success of each student and strengthens school leadership practices through the design and delivery of high-quality professional learning experiences. Reflecting its long-standing commitment to student leadership development, NASSP administers the National Honor SocietyNational Junior Honor SocietyNational Elementary Honor Society, and National Student Council.