100 School Leaders Celebrate
Thank
ARTICLES & COLUMNS
DEPARTMENTS
INSIGHT EDITORIAL STAFF
Executive Director Kevin Brown
Deputy Executive Director, Charles Dupre Member Engagement & Support
Director, Communications Amy Francisco & Marketing
Coordinator, Graphics & Multimedia Marco A. De La Cueva
Editorial Director Dacia Rivers
INSIGHT is published quarterly by the Texas Association of School Administrators, 406 East 11th Street, Austin, Texas, 78701-2617. Subscription is included in TASA membership dues. © 2025 by TASA. All rights reserved.TASA members may reprint articles in limited quantities for in-house educational use. Articles in INSIGHT are expressions of the author or interviewee and do not necessarily represent the views or policies of TASA. Advertisements do not necessarily carry the endorsement of the Texas Association of School Administrators.
About TASA
TASA’s mission is to promote, provide and develop leaders who create and sustain studentcentered schools and develop future-ready students.
We envision innovative, future-focused leaders for every public school student.
OFFICERS
Chris Moran, President, San Angelo ISD
Roosevelt Nivens, President-Elect, Lamar CISD
Jeannie Meza-Chavez, Vice President, San Elizario ISD
Martha Salazar-Zamora, Past President, Tomball ISD
EXECUTIVE COMMITTEE
Alejos Salazar, Jr., Region 1, Lasara ISD
Sharon McKinney, Region 2, Port Aransas ISD
Robert O’Connor, Region 3, Edna ISD
Walter Jackson, Region 4, La Porte ISD
Stacey Brister, Region 5, Little Cypress-Mauriceville CISD
Darol Hail, Region 6, New Waverly ISD
Carnelius Gilder, Region 7, West Sabine ISD
Jason McCullough, Region 8, Mount Vernon ISD
Brad Owen, Region 9, Burkburnett ISD
John “JJ” Villarreal, Region 10, Rockwall ISD
DesMontes Stewart, Region 11, Gainesville ISD
Bobby Ott, Region 12, Temple ISD
Mark Estrada, Region 13, Lockhart ISD
Bryan Allen, Region 14, Clyde CISD
Aaron Hood, Region 15, Robert Lee ISD
Greg Brown, Region 16, Perryton ISD
Scott Harrell, Region 17, Sudan ISD
Jay McWilliams, Region 18, Big Spring ISD
Diana Sayavedra, Region 19, El Paso ISD
Burnie Roper, Region 20, Lackland ISD
AT-LARGE MEMBERS
Sanée Bell, Katy ISD
Tory Hill, Channelview ISD
Nicole Poenitzsch, Bellville ISD
Tiffany Spicer, Waco ISD
COMMITTEE CHAIRS
Lauralyn Arterbury, Advocacy
Dana Bashara, Professional Learning
Donny Lee, Member Engagement
Roland Hernandez, Legislative
EDITORIAL ADVISORY COMMITTEE
Jeannie Meza-Chavez, San Elizario ISD, Chair
Lauralyn Arterbury, New Braunfels ISD
Dana Bashara, Alamo Heights ISD
Roland Hernandez, Corpus Christi ISD
Donny Lee, Wichita Falls ISD
Michael O'Malley, Texas State University
TASA Professional Learning Calendar
For
The TASA Aspiring Superintendents Academy, to be held January 25-28, 2026, in conjunction with the Midwinter Conference, has become one of the association's most popular professional learning offerings. Offered for the first time in 2005, the academy started as a three-session series spread out over several months, with each session held in conjunction with a different TASA conference or event. Today, the Aspiring Superintendents Academy is held during the three days of the Midwinter Conference. The content has changed with the times, but the goal of the academy has remain largely the same: provide future superintendents with a real-world understanding of what the top job entails and help them prepare for landing the job and being successful in it. In 2020, the academy underwent a complete redesign, and a virtual series was launched in summer 2020 during the pandemic. The academy has continued to evolve since then with the content hours gradually increasing as participants engage in more and better hands-on learning, hear from seasoned superintendents and search firms, and access a rich online repository of resumes, entry plans, and other resources. Registration for the 2026 academy is now open. Don't miss it if you think the superintendency is in your future! Learn more at https://bit.ly/aspiring-at-midwinter.
The Value of Fund Membership
Chris Moran PRESIDENT’S
MESSAGE
When we offer hope to children early, like entwined roots, students flourish and our schools thrive.
WE DETOURED FOUR HOURS AND DISCOVERED A 275-FOOT LESSON
Have you ever driven four extra hours only to find a life lesson in the shadow of a giant redwood? A few years ago, my wife, our four children, and I journeyed from Texas to explore Yosemite National Park. On the way home, the kids unanimously demanded a side trip to see the General Sherman Tree — the world’s largest tree.
Lessons from the grove
Standing 275 feet tall with a 103-foot girth, the sequoia is a spectacle. Beneath its majestic height lies a surprisingly shallow root system, extending just 6 to 20 feet into the soil. Its strength comes from roots that fuse with neighbors in the grove, sharing water and nutrients to withstand storms — a powerful reminder that we thrive together.
Cultivating a network of hope
In 34 years of serving Texas public education, I have relied on a wide network of colleagues who share expertise, encouragement, and vision. We believe every student is blessed with unique gifts and deserves hope — the conviction that their abilities matter. As Anne Frank wrote, “Where there is hope, there is life. It fills us with fresh courage and makes us strong again.”
Leading with interdependence
Now in my 15th year as a Texas school superintendent and president of TASA, I’ve seen how professional connections translate into student success. TASA’s mission is to promote, provide and develop leaders who create and sustain student-centered schools and develop future-ready students. We envision innovative, future-focused leaders for every public school student.
Growing stronger together
When we offer hope to children early, like entwined roots, students flourish and our schools thrive. As Frederick Douglass said, “It is easier to build strong children than to repair broken men.” That urgency drives us to build systems where hope and interdependence are foundational.
Join the grove
If you work in Texas public education and haven’t experienced TASA’s power, now is the time. Connect with regional and state champions of public school students by joining a network committed to the future of Texas public schools. Let’s weave stronger roots for every student.
Chris Moran TASA President Superintendent, San Angelo ISD
Kevin Brown
EXECUTIVE DIRECTOR’S VIEW
The opportunities to lead are endless, but each of us has a role to play.
DOING THE RIGHT THING, TOGETHER
During these often troubling and divisive times, I find myself looking for hope, optimism and positivity each day. Don’t get me wrong, I keep up with everything going on in the world. That is my obligation as a citizen, and it’s a critical part of my job. But sometimes the weight of the issues we face can be overwhelming. National polarization often shows up in our local schools, and I frequently talk with school leaders who are courageously and ethically navigating those challenges.
Recently, while searching for something uplifting to watch, I decided to rewatch “Ted Lasso.” That character, one of boundless positivity, integrity and goodness, reminds us in countless ways how leadership can transform an organization. One of Ted’s nuggets of wisdom is, “Doing the right thing is never the wrong thing.”
He’s right. Building something meaningful takes leadership, integrity, trust and teamwork over the long haul. School administrators are builders in every sense —working to unify communities, educate children, and open doors of opportunity. Giving every child a shot at the American dream and building a brighter future, one student at a time, will always be “the right thing.”
Ted Lasso’s wisdom brings to mind one of my favorite presidents, Teddy Roosevelt, who urged us to “Do what you can, with what you have, where you are.” That looks different for each of us. For some, it means showing up to serve every day. For others, it’s sharing success stories, supporting colleagues in need, defending public education, engaging with elected leaders, or simply practicing kindness. The opportunities to lead are endless, but each of us has a role to play.
If you combine the two Teds (Lasso and Roosevelt) you might say: “When you do the right thing with what you have, where you are, it is never wrong.”
Here at TASA, where we are is in our centennial year. Throughout 2025, we’ve reflected on the past century, honoring the legacy of those who built TASA into the trusted support system and strong advocate for Texas school leaders it is today. This issue of INSIGHT celebrates that milestone with 100 reflections from members who shared how TASA has inspired them (pages 10–29).
But a centennial is not only a time for looking back — it’s also about looking forward. In January, we celebrated the incredible achievement of fulfilling the TASA 2025 Strategic Framework. Launched in 2018, it laid out our aspirations and the strategies that carried us through to this moment. Now that work is complete, it’s time to set our sights on what’s next.
This year, the TASA Executive Committee and officers have been engaging leaders across the organization to lay the foundation for our future. The first step is refreshing the TASA visioning document, “Creating a New Vision for Public Education in Texas,” to ensure it reflects today’s realities and tomorrow’s opportunities. This new document represents the collective wisdom and experience of our membership, and it boldly states what educational leaders believe is needed for Texas to achieve its promise to every child in our great state. Nearly 150 members began work on it this summer and it continues this fall. That updated vision will be presented at the 2026 TASA Midwinter Conference, after which we will call on our members to help shape a new strategic framework later that year.
Vision matters. As TASA President Chris Moran recently reminded us, we can’t wait for someone else to create it — not for TASA’s future and not for the future of public education in Texas. While TASA leaders are drafting the map, soon every member will have the opportunity to “put their thumb on it.” Together, we must declare what we stand for and what we aspire to achieve.
Kevin Brown TASA Executive Director
TASA CENTENNIAL
100 School Leaders Celebrate TASA’s Impact
As TASA marks its centennial year, we pause to reflect on the power of community, connection and leadership that has defined our first century. For generations, Texas school leaders have found inspiration, encouragement and strength in their TASA membership through shared experiences, trusted relationships and a collective commitment to students.
In honor of this milestone, we’ve gathered 100 reflections from TASA members across the state who share, in their own words, what being part of the organization has meant to them. True to TASA’s spirit of friendship and collegiality, the voices are presented simply and equally — organized alphabetically by first name. Together, they tell the story of an organization that has not only endured but thrived because of its people.
1. Aaron Hood, superintendent, Robert Lee ISD
"While being a member of TASA for over 20 years has helped me grow professionally, it is the personal side of being a TASA member that I have enjoyed. Once I was able to get involved, I have been fortunate to have met many top professionals who I can now call friends. The networking and the lifelong friendships are what I cherish the most about being a member of TASA."
2. Aaron Waldrip, superintendent, Lubbock-Cooper ISD
"What has inspired me most through TASA is the opportunity to connect with so many incredible leaders — through one-on-one conversations, impactful events and presentations, and simply by watching how they lead, speak and treat others. So many lead with love and joy for students, and those moments have shaped and strengthened my own leadership."
3. Alejos Salazar, superintendent, Lasara ISD
"TASA has inspired me to always work toward the greater good. From the first time that I attended a Midwinter Conference in 2010, I was energized by the friendly and collegial atmosphere. As a new administrator, I was motivated to grow in my education and my career because of the great happenings and ideas that I learned about through TASA events and activities. I am blessed to now have a network of colleagues and friends across the state that I can call on for help and advice, and I believe that TASA has helped me to better serve my community by providing so many professional growth opportunities to me over the course of my career."
4. Alfred Ray, senior vice president, Stephens Inc., TASA Honorary Life Member
"Being a part of TASA, especially during the era when the visioning work first began being implemented, truly helped me in multiple ways. TASA kept my leadership focus on what truly mattered most — the outcomes for students. TASA provided me a network of like-minded and future-focused leaders with whom to partner and share ideas. And TASA trained us on how to advocate for our local districts and public education in general, both locally and across the state. Ultimately it was a very inspiring time!"
5. Amanda Traylor, superintendent, Veribest ISD
"Each year, TASA's Midwinter Conference is the perfect opportunity to network and stay connected to the happenings in education. Being able to share ideas and learn from others keeps me focused and motivated to be the best servant leader I can be for my district. I have learned so much from TASA members, and I look forward to many more years of continuous learning and growth. Thank you, TASA, for supporting our purpose!”
6. Amy Galvan, Client & Community Relations, Stantec
"TASA is a beacon of inspiring leadership and collaboration. As an Associate Member, I’m continually energized by the warmth and inclusivity I experience at every TASA event and interaction. I’m grateful for the opportunities to learn, grow and connect alongside the incredible leaders shaping Texas public education. TASA reminds me of the power of partnership in building brighter futures for our students, and I’m proud to be part of that journey."
7. Andy Reddock, superintendent, Sinton ISD
"I have been a TASA member for over 20 years. TASA has always provided timely information on numerous topics that assist administrators in staying in tune and on top of important issues. Although this is a huge benefit, it is the professional network that TASA promotes that really has helped me continuously grow in my leadership journey. These connections provide access to so much experience and expertise that it is simply priceless. I am proud to be a member of TASA and look forward to tackling any and all challenges that may lie ahead with my fellow members always ready to help when asked."
8. Angela Fitzpatrick, superintendent, Karnack ISD
"TASA has been instrumental in my professional journey. Starting with the Aspiring Superintendents Academy at Midwinter, I gained invaluable insights into the superintendency. As I progressed, participating in the First-Time Superintendents Academy, Executive Coaching, the Small Schools Network and txedFest has provided me with the tools and connections to lead Karnack ISD effectively. Transitioning from an attendee to a presenter, panelist, and now a design team member has not only enriched my leadership skills but also positively impacted my district. TASA's support has been a cornerstone in our continued success."
9. Bobby Ott, superintendent, Temple ISD
"Over the years, TASA has provided me with a collegial space among exceptional leaders to learn, grow and develop as a more skilled administrator. A superintendent is one of one in a district, but in TASA you are one of many and there’s real value that comes along with that opportunity. I’ve been blessed over my career to be part of this special organization."
10. Brad Owen, superintendent, Burkburnett ISD
"TASA has shown me that regardless of the size of the district we are in or the position we have, we have the power and agency to impact change at the state level. TASA, and the events I attend, have afforded me the ability to grow my personal network in order to take action on transforming education, not only for my school district, but for the entire state."
11. Brandon Dennard, superintendent, Red Lick ISD
"TASA has made it possible to connect with superintendents across the state, and in January, we get to see each other in person. I look forward to the Midwinter Conference. The time is one of sharing laughter and great ideas. I come away from Midwinter rejuvenated for the spring and thankful for the time spent with friends."
12. Brent Jaco, superintendent, Pecos-Barstow-Toyah ISD
"TASA has been a constant source of inspiration for me — from the professional growth I’ve gained through the Midwinter Conference, to the steadfast advocacy for public education, to the timely information that helps me lead with clarity and purpose. TASA reminds me that we are stronger when we learn, lead and advocate together."
13. Bridget Kirby, assistant superintendent, Silsbee ISD
"As a female assistant superintendent in Texas, I’ve often found myself balancing the demands of leadership with the desire to stay true to who I am and why I chose this profession. Through TASA, I’ve found not just professional development but a sense of purpose, belonging and encouragement that has kept me grounded and inspired. From the first TASA event I attended, I knew I was in the right place. The conversations, the mentorship, the learning opportunities — they’ve all helped me grow in ways I didn’t even know I needed. I’ve gained practical skills in leadership, communication, and policy, yes — but more than that, I’ve learned how to lead with heart.”
14. Carla Hennessey, superintendent, Montague ISD
"TASA has inspired me through its unwavering commitment to leadership, innovation, and service. TASA’s dedication to equipping and connecting educators has strengthened my vision for public education and reminded me that together, we can create transformative opportunities for every student. Their example motivates me to lead with purpose, collaborate with courage, and continually strive for excellence in service to our schools and communities."
15. Carnelius Gilder, superintendent, West Sabine ISD
"Over the course of my leadership tenure, TASA has been more than a professional organization — it has been a source of encouragement, wisdom and purpose in my journey as a superintendent. Through its visionary leadership and supportive networks, I have found mentors, colleagues, and friends who inspire me to lead with heart, equity and innovation. TASA has strengthened my belief in the power of public education and deepened my commitment to creating schools where every child can thrive. Its influence continues to remind me why I chose this calling and fuels my passion to serve with courage and hope."
16. Casey Adams, superintendent, Woodson ISD
"TASA has been invaluable in my growth as an educational leader. It has provided opportunities to collaborate with superintendents across the state, engage directly with legislators and the commissioner of education, and stay at the forefront of public education policy. Through TASA, I’ve built lasting professional relationships and gained insight that has directly impacted my leadership and my district. Every superintendent should take advantage of what TASA offers — because when we participate, our schools, staff and students all benefit."
17. Chanda Bloch, superintendent, Hamlin Collegiate ISD
"TASA's Aspiring Superintendents Academy was a turning point for me. It inspired a deep realization that I am not only ready to lead, but that I possess the vision, strength, and skill set to become a truly impactful superintendent. Through this journey, I’ve had the privilege of learning from some of the most inspiring and effective leaders in our state, and their example has fueled my desire to rise to their level — to lead with purpose, integrity and heart. This experience affirmed that I have what it takes to guide others, to make meaningful change, and that the time to step forward is now."
18. Chris Moran, superintendent, San Angelo ISD
"TASA offers growth opportunities through powerful networking cohorts and training. TASA is committed to leadership development across the State of Texas to ensure a strong future for every student we serve. I am a more impactful educator because of the mentors I met through TASA."
19. Christi Morgan, Director of Educational Planning, WRA Architects
"TASA has been the most impactful professional network of my career — shaping me as a district administrator and now inspiring me as a corporate partner. Through the Future-Ready Superintendents Leadership Network, Aspiring Superintendents Academy, and countless professional learning opportunities, TASA challenged me to think boldly, lead with vision, and connect with peers statewide. The collaboration, advocacy, and innovation modeled through TASA continue to guide how I support districts in designing learning spaces that inspire communities of learners."
20. Christopher Bailey, superintendent, Goldthwaite CISD
"The superintendency doesn't have to be a lonely place with a network as strong and supportive as TASA. I went from attending the Aspiring Superintendents Academy to accepting my first superintendent position and attending the First-Time Superintendents Academy in six months. The professional development TASA offers is timely, relevant, inspirational and thoughtprovoking. Mentorship through the Executive Coaching program has also provided support to navigate the complex and challenging demands of this work. There are many organizations that support growth in the education profession, and none better than TASA!"
21. Dana Bashara, superintendent, Alamo Heights ISD
"TASA members are inspiring leaders! I've loved the connections and networking that my membership in TASA has encouraged. I feel like I have colleagues across the state who I can reach out to and learn from and whose leadership ultimately impacts my work in my district. Membership in the Future-Ready Superintendents Leadership Network has taken me across the state to see first-hand innovation and future-ready practices in districts committed to the focus of the Visioning Document."
22. Darryl Henson, interim superintendent, Hitchcock ISD
"TASA has been a cornerstone in my journey as a leader, providing not only a professional community but also the inspiration and tools needed to drive transformational change. Through TASA’s unwavering commitment to developing visionary, student-centered leaders, I found the support and learning opportunities that empowered me to lead Marlin ISD’s historic turnaround. Their focus on collaboration, systems thinking and leadership development has reinforced my belief that with the right mindset and collective effort, we can change the trajectory of entire school communities and ensure excellence for every child."
23. Debra Kerney, associate superintendent, Canutillo ISD
"I’m incredibly grateful to the person who first introduced me to TASA. Becoming part of this remarkable organization has been a transformative experience — opening doors to professional learning and networking that have directly led to meaningful outcomes for the students in our district. Over the years, I’ve had the privilege of attending both in-person and virtual conferences, each one offering new insights and renewed purpose. Beyond that, I’ve found tremendous value in engaging more deeply through service on the Member Engagement and Advocacy committees. These opportunities to lend my voice and shape our collective work have played a significant role in my professional growth. Every time I attend a TASA event of any kind, I walk away inspired, reenergized and recommitted to being the leader my students, staff, and community deserve."
24. DesMontes Stewart, superintendent, Gainesville ISD
"TASA has been a cornerstone of my journey in public education, providing structure, guidance and advocacy throughout my 26-year career. Through its professional development, mentorship and statewide network of inspiring leaders, I’ve grown both personally and professionally. The meaningful relationships I’ve built through TASA have profoundly shaped the educator I am today. I’m truly grateful for the invaluable support and opportunities TASA continues to provide."
25. Donny Lee, superintendent, Wichita Falls ISD
"TASA has inspired me to continuously push myself outside my comfort zone. The conferences, meetings, networks and relationships have provided inspiration and ideas that I'm able to share at my own district. When I need a 'leadership boost,' TASA is my one-stop shop for service and reliability. Specifically, the Future-Ready Superintendents Leadership Network has been transformational through continuous visits to districts around the state. Learning how other leaders tackle challenges inspires me to try harder, give more of myself, and engage others. I wouldn't know the amazing leaders I've grown to call friends without TASA leading the charge."
26. Frank Alfaro, assistant superintendent, Alamo Heights ISD
"TASA has inspired me by connecting me with school leaders across Texas who are role models of visionary leadership, good character, and a heart for students. This does not happen by accident. TASA’s mission and strategic framework attract school leaders with vision, character and heart. My life is richer because of the great people I have met through TASA!"
27. Gina Garza, superintendent, Ricardo ISD
"I became a TASA member in 2017, and over the years, I’ve greatly benefited from the incredible professional development and networking opportunities it offers. The most impactful experiences for me were the Aspiring Superintendents Academy and the First-Time Superintendents Academy, both of which provided invaluable guidance as I transitioned into the superintendency. TASA continues to be a constant source of support, connecting leaders across the state, inspiring them, and helping them navigate the complexities and successes of public education."
28. Glen Hill, superintendent, Abernathy ISD
"TASA didn’t just prepare me to lead — it surrounded me with leaders who remind me why we lead. As a first-year superintendent of a rural district, I didn’t need a checklist — I needed a community. Through the First-Time Superintendents Academy, Small Schools Network, Executive Coaching, and TASA Book Studies, I found a network of inspiring leaders who share the same mission: to serve kids well, no matter the size of the district. Whether I was diving into hard conversations with a mentor, swapping wins and challenges with small-school peers, or reflecting through a book study, TASA consistently created space for growth, connection and clarity. It helped me move from 'Can I do this?' to 'This is exactly where I’m supposed to be.' TASA didn’t just equip me — it uplifted me. And because of that, I’m a better leader for my students, staff and school community."
29. Glen Teal, superintendent, Seminole ISD
"Since joining 11 years ago, I know I can depend on TASA to breathe life into me and my staff throughout each school year. Whether it's their first-class professional development, the top-shelf leaders on the TASA staff, networking through outstanding conferences, or participation on engaging committees, my staff and I are blessed annually by TASA! Thanks, TASA, for 100 years of supporting Texas students, staff and leaders!"
30. Gonzalo Salazar, superintendent, Los Fresnos CISD
"Being part of TASA has been a transformative experience. The cutting-edge professional learning opportunities have directly impacted our district, elevating teaching and learning. I've connected with passionate, future-ready, forward-thinking educators who inspire growth and innovation and accelerated my own development by both sharing and learning best practices. This community has truly fueled my growth as a leader."
31. Greg Brown, superintendent, Perryton ISD
"TASA has been an incredible support in my leadership journey. The First-Time Superintendents Academy gave me practical tools and confidence when I needed them most, and their excellent legal services and focus on member wellness have been a real help along the way. TASA's strong voice in the Legislature on behalf of public school leaders has made a real difference for the work we do every day for kids. Through all the challenges and obstacles we face, TASA consistently reminds me that I've got someone in my corner."
32. Hector Dominguez, superintendent, Runge ISD
"TASA has been more than a professional organization to me; it has been a community of support, a source of visionary leadership, and a catalyst for growth. Through its conferences, leadership development programs, and collaborative networks, TASA has equipped me with the tools, insight and encouragement needed to lead with purpose and clarity. The relationships I’ve built through TASA have challenged me to think bigger, act bolder and lead with both courage and compassion. Because of TASA, I am a more reflective leader, better prepared to serve my district and advocate for what’s best for students across Texas. Congratulations, TASA, on 100 years of inspiring leaders. Here’s to the next century of shaping the future of education in Texas."
33. Holly Lyon, superintendent, Goliad ISD
“Being a member of TASA connects me with visionary leaders across the state who are committed to transforming education for the better. Through TASA, I have access to invaluable professional learning, legislative advocacy, and a network of support that empowers me to lead with purpose and focus on what matters most — student success.”
34. Holly Morris-Kuentz, superintendent, Dripping Springs ISD
"TASA has been an invaluable resource throughout my journey as a superintendent, playing a key role in my growth as an educational leader. The organization offers exceptional professional development opportunities, innovative ideas, and a powerful network of inspiring educators who are committed to excellence. Through their conferences, training and networking opportunities, I've gained critical insights that have directly benefited our students and staff and helped me create a culture of collaboration and continuous improvement in our district."
35. Jacob Nunez, Director of Innovation, Garland ISD
"As TASA celebrates 100 years, I think about the word ‘inspire.’ For me, TASA inspires by planting seeds of possibility, whether through a keynote that reframes my thinking, a connection that leads to a new partnership, or simply the encouragement that comes from being part of a community of leaders who believe in public education. TASA doesn’t just help us lead, it allows us to dream of what leadership can accomplish when we act together.”
36. Jason Hewitt, superintendent, Shepherd ISD
"I am deeply inspired by the exceptional professional development offered through TASA's professional learning networks. Our district and its leaders have greatly benefited from the innovative practices we observe year-round in public school districts across Texas — powerful examples of the Framework for Vision-Driven Instruction and Leadership in action. TASA’s statewide engagement of school leaders is truly transformational, positively impacting the educational experiences and futures of the 5.4 million students in Texas public schools."
37. Jay Killgo, superintendent, Vidor ISD
"I can't imagine going through the journey of being a superintendent with the support of TASA. Throughout my career, they have been a trusted source for advice, professional development and resources. They have made a positive impact on me personally and helped me better serve my community. Congratulations to TASA for serving students throughout the state for 100 years!"
38. Jay McWilliams, superintendent, Big Spring ISD
"TASA has truly helped me become a better overall leader for my school district. The primary reason for this is the unbelievable relationships I have made with outstanding leaders from across the state due to TASA. Once you have the opportunity to network with fellow superintendents from other school districts, you soon realize we are all facing the same issue, and that we are all in this business for our kids and helping them becomes successful adults once they leave our districts. I have attended great sessions at TASA events that have helped solidify the things I am trying to do here in Big Spring and helped me realize that we all need assistance and we all need to realize that our fellow school leaders are there to help. TASA is truly a great organization that stands behind school leaders and supports them with their day-to-day challenges throughout the school year. I look forward to continuing in my educational journey and also look forward to my outstanding partnership with TASA."
39. Jeanette Ball, superintendent, Southwest ISD
"Regardless of if you are a new superintendent or a veteran superintendent, it is a lonely job. Superintendents need someone to support them and truly be a mentor. TASA has always been that. The staff at TASA understands the complexity of the superintendent role and they are always there to help and support. The Midwinter Conference is a unique opportunity for superintendents to come together and support each other. TASA staff is always a call or email away to help support you. During a legislative session, TASA is a critical component for a superintendent. It is truly a blessing to have an organization like TASA to lean on and be able to call on for support."
40. Jeannie Meza-Chavez, superintendent, San Elizario ISD
"TASA inspires me to continually invest in my leadership skills, enabling me to serve my district more effectively. Through its network, resources and commitment to excellence, TASA challenges me to grow both personally and professionally. Ultimately, this growth allows me to honor the meaningful work I am called to do — serving children with purpose, integrity and unwavering dedication."
41. Jennifer Collins, deputy superintendent, Arlington ISD
"I am thankful for the many opportunities TASA provides educators to grow and learn. From participating in my first Midwinter Conference many years ago to getting to learn in smaller groups like the Texas Public Accountability Consortium and Future-Ready Superintendents Leadership Network, I have felt connected to other leaders who strive to continually improve. I am inspired when I learn about the great things happening in public schools all over the state of Texas!"
42. Jenny McGown, superintendent, Klein ISD
"TASA has been an invaluable source of inspiration and support throughout my career. Their faithful commitment to keeping us informed, fostering collaboration, professional growth, and innovative leadership has empowered me in pursuing and achieving excellence. I am grateful to be part of an organization that champions education and keeps us all connected to our shared purpose: doing what's best for kids across Texas every day!"
43. Jerry Adams, superintendent, Vega ISD
"Without TASA I would be on an island all by myself; with TASA, I'm part of a thriving community. TASA provides a one-stop shop for professional connections and resources that are crucial for superintendents. The biggest blessings are the relationships I've developed with school leaders from across the state as we network together to brainstorm the approaches each of us are taking to address new legislation or different issues that come up in our communities."
44. Jerry Hollingsworth, superintendent, Eagle Mountain-Saginaw ISD
"TASA has been a consistent guidepost along my journey as a school leader. Through TASA, I have mentored, encouraged, challenged and supported. Specifically, as an active participant in the Future-Ready Superintendents Leadership Network, I have visited districts and schools throughout the state, experiencing campuses and innovations I would likely have not experienced. In an era where change and difficulty are constants, TASA is an anchor for my leadership."
45. Jesus Hernandez III, superintendent, Pettus ISD
"TASA provides an invaluable space for my professional growth. Connecting with other first-time superintendents gave me the reassurance and courage to realize I wasn’t alone in this role. The superintendency can often feel isolating but having a close-knit network of peers to share experiences, exchange ideas, navigate challenges, and celebrate successes was truly inspiring. It created a genuine sense of community — one that motivates us to become the leaders our schools and communities deserve."
46. Jim Torrence, director of curriculum and instruction/principal, Martinsville ISD
"TASA has inspired me by connecting me with a network of visionary educational leaders who emphasize collaboration, innovation and continuous growth. Through events like the Midwinter Conference, I’ve gained valuable insights, best practices and mentorship that have strengthened my leadership. Ultimately, TASA has encouraged me to lead with purpose, embrace innovation, and advocate for meaningful change in Texas education."
47. J.J. Villarreal, superintendent, Rockwall ISD
"From assistant principal to superintendent, TASA has consistently focused on growing people forward, supporting leaders with presence, and celebrating the good news in education. To me, this reflects a genuine respect for people. I am truly grateful for TASA’s commitment to leadership and service.”
48. Joe Waldron, deputy superintendent, Abilene ISD
"For more than 20 years TASA has been the foundation upon which I stand as a school administrator. Through professional relationships, future-focused planning, situational support, advocacy, personal and professional development, TASA has always been there for me. TASA is our voice, our friend to lean on, our mentor. The team is just one click, one call, one handshake away every day of the week and twice Sunday (even more during a legislative session)!"
49. John Chapman, superintendent, Comal ISD
"For over 20 years being a superintendent, TASA has been a constant source of inspiration and growth in my journey. Their high-quality trainings, exceptional support staff, and invaluable networking opportunities have played a critical role in shaping my leadership. TASA has empowered me to lead with vision, stay informed, and remain connected to a strong professional community committed to excellence in public education."
50. John Kuhn, superintendent, Abilene ISD
"In 2010, I was a first-year superintendent in a 1A school district in North Texas. That year saw the Texas Legislature debate cutting education funding by billions of dollars while seeking to expand the standardized testing regime to include 15 end-of-course tests that would count toward students' class grades. As I was agonizing over a large revenue reduction and trying to decide which employees would lose their jobs and all seemed lost, I came across the TASA Visioning Document, published in 2008 by superintendent members of TASA. The clear and positive vision for public education outlined in that document renewed my spirits and I became (and today remain) a strong advocate for public education. Thank you, TASA!"
51. Johnny O'Connor, dean of the College of Education, Lamar University
"As an educator and leader, TASA has been a consistent source of inspiration and support throughout my career. The organization’s commitment to fostering innovation, collaboration and excellence among school administrators has profoundly influenced my perspective on leadership. Through TASA’s conferences, resources and networking opportunities, I have had the privilege of learning from some of the state’s most visionary leaders and thought-provoking innovators. These experiences have not only expanded my knowledge but have also empowered me to bring fresh ideas and strategies to my work in education. TASA’s unwavering dedication to student success and the professional growth of its members truly sets it apart. It has inspired me to continually seek ways to create meaningful change in my community and to strive for excellence in all aspects of educational leadership. Happy Centennial, TASA, and thank you for 100 years of inspiring leaders to transform education!"
52. Judd Marshall, superintendent, Mount Pleasant ISD
"TASA has inspired me in several ways, but I believe the most important area of support that I have felt is in networking. Being from a family of educators, I have always known a considerable number of people who my parents worked with over the years. However, as I was coming into my superintendency, many of those people were retiring and I needed to make new relationships. Because of my time on the Legislative Committee, Executive Committee, and now the Commissioner's Cabinet, TASA has greatly helped me establish those relationships with leaders from across the state. While serving on each of those committees, I have met so many new people who I would not have met had it not been for the leadership of TASA. Also, the TASA/ TASB Convention and Midwinter Conference have helped me to grow as a superintendent because of the many breakout sessions and meetings that we have at those conferences. TASA is a must for a superintendent, and I am proud to be a small part of the organization!"
53. Julia Stephen, superintendent, New Home ISD
"I attended the TASA Aspiring Superintendents Academy in January 2025. Although I was excited and eager about the possibility of applying for superintendent jobs, I was hesitant. The training, mentorship and encouragement I received at the event encouraged and equipped me with everything I needed to confidently apply. Now I am attending the TASA First-Time Superintendents Academy and being poured into in ways I never thought possible. TASA is a first-class organization that goes beyond the meetings and events — their team and members provide real support, personal encouragement, and ensure every Texas school administrator is armed with the tools and tips to successfully and boldly lead in public education."
54. Juliana Lingo, director of curriculum and instruction, Lytle ISD
"For over 10 years, TASA has played a pivotal role in my professional growth. Through events like the Texas Public Accountability Consortium, Future-Ready Superintendents Leadership Network, and the Midwinter Conference, I have gained invaluable insights and built lasting connections with fellow educators. TASA's commitment to fostering leadership development and providing opportunities to collaborate with like-minded professionals is why I rely on them to support my ongoing learning and career advancement."
55. Karen Engle, superintendent, Clear Creek ISD
"TASA has empowered our district leadership to learn, grow and embrace innovation, ensuring we remain adaptable in a rapidly changing educational landscape. Through invaluable professional learning and networking, TASA fosters the exchange of best practices that strengthen our ability to lead with vision and agility. It is a powerful learning community (PLC) that inspires us to reach for new heights in service to our students and educators."
56. Kelli Moulton, TASA Executive Superintendent, TASA Honorary Life Member
"After retiring, TASA has inspired me to pay it forward. As a member since 1999 and having served in a variety of roles, for me, TASA was the premier Texas source for professional development and professional engagement. I had the good fortune to travel across the state and country with colleagues and learning teams. I was privileged to represent Texas superintendents at AASA. Over time, the collaboration, learning and leadership opportunities are nuggets of wisdom that I am grateful to share in my role as TASA Executive Superintendent and TASA Executive Coach."
57. Kevin Worthy, Educational Planner, VLK Architects
“TASA has been one of the most influential organizations in my journey as a leader. Over the years, I have had the opportunity to attend some of the most impactful and inspiring learning experiences through TASA. These experiences not only expanded my knowledge and skills as a leader but also provided strategies and perspectives that have directly helped transform my former school district. What makes TASA so unique is that it’s not simply a network of administrators, it’s a community of learners. Being part of TASA has allowed me to collaborate with forward-thinking leaders across the state, share ideas, and learn from others who are equally passionate about doing what is best for students. This culture of continuous growth and shared learning has inspired me to lead with vision, purpose and a deeper commitment to innovation and improvement.”
58. Kim Alexander, CEO, Collegiate Edu-Nation
"Involvement with the TASA School Transformation Network nearly 20 years ago led to Roscoe Collegiate becoming the first Rural Schoolwide PTECH in Texas, which led to the nonprofit Collegiate Edu-Nation working with small and rural schools around Texas and the U.S. to align with Tri-Agency to increase Postsecondary credential attainment for ALL rural students."
59. Lauralyn Arterbury, superintendent, New Braunfels ISD
"TASA has inspired me by providing high-quality professional learning opportunities that deepen my leadership and expand my perspective. Through TASA, I’ve connected with colleagues across the state, building a strong network of peers who share ideas, challenges and solutions. Most importantly, TASA’s unwavering advocacy for public education reminds me daily of the importance of our collective voice in shaping policies that impact students, educators and communities."
60. Leanne Ingram, superintendent, Comanche ISD
"Membership in TASA has provided me with invaluable opportunities to collaborate with visionary, pioneering leaders shaping innovative strategies that have truly enhanced student success across our school district. Through TASA’s network and resources, I have been inspired to champion transformative initiatives that foster equity, excellence and continuous improvement in education."
61. Linda Mora, retired administrator, TASA Honorary Life member
"It was almost 40 years ago that I attended my first Midwinter Conference, and it became my 'go to' conference for the latest information that would help me do my job even better. TASA provided not only relevant and timely meetings, staff development and trainings but also the opportunity to meet personnel from other districts who would become informal mentors and lifelong friends. ... A relationship with TASA reaps untold benefits. So for those of you who are not members of TASA, I urge you to join; it will change your life."
62. Mallory Marr, superintendent, Glasscock County ISD
"TASA has inspired me by showing me I’m not alone in the challenges and joys of educational leadership. Being surrounded by passionate, forward-thinking leaders has given me encouragement, fresh ideas, and a renewed sense of hope for what’s possible in Texas public education. The Aspiring Superintendents Academy and the First-Time Superintendents Academy have completely changed my life. Both experiences gave me the confidence, tools and perspective I needed to grow as a leader, while also surrounding me with a team of committed colleagues who are all working toward the same vision — building stronger schools for kids. The relationships I have built through these academies have been invaluable, and I carry their encouragement and wisdom with me every day. Being part of this community has shown me that I don’t have to do this work alone. Together, with the support of TASA and the colleagues I’ve gained along the way, I can lead with confidence, clarity and an unwavering belief in brighter futures for every student."
63. Mark Estrada, superintendent, Lockhart ISD
"TASA has been instrumental in shaping my growth as a school leader. The annual conference is a true highlight — an energizing opportunity to connect with inspiring leaders from across the state and walk away with fresh ideas and renewed purpose. Through TASA, I’ve built a network of trusted colleagues who continually challenge and support me. I also value TASA’s unwavering advocacy for public education and their efforts to keep us informed and engaged. As we celebrate 100 years of inspiring leaders, I’m grateful to be part of an organization that equips, connects and empowers us to serve our communities better."
64. Martha Salazar-Zamora, superintendent, Tomball ISD
"For more than a century, TASA has been the cornerstone of educational leadership in Texas, offering something for every stage of a leader's journey. For me, it was through TASA's powerful network of mentors and visionaries that I first saw the true impact of transformative leadership. Guided by those who came before me and now empowered to help inspire those looking to grow, I am driven by the belief that education is the foundation of community and change. TASA didn't just shape my path; it ignited my purpose as a leader."
65. Mary Jones, assistant superintendent, Eastland ISD
"TASA inspires me with the continuous offering of quality professional learning opportunities. From major conferences such as Midwinter to networking opportunities like the Future-Ready Superintendents Leadership Network and Small Schools Network, there is a continuous array of ways to enrich our craft and learn to enhance experiences for our public school students."
66. Matt Smith, superintendent, Arlington ISD
"I am so grateful for the networks that TASA creates for superintendents. I learn so much from my colleagues across Texas and truly cherish the opportunities to visit our Future-Ready Superintendents Leadership Network (FRSLN) districts. Big or small, rural, urban or suburban, amazing things are happening in our public schools! TASA's efforts to expand our learning through our FRSLN network makes us all better."
67. Megan C. Pape, superintendent, Royal ISD
"TASA has been an integral part of my growth not only as a leader, but as a superintendent. The opportunities I've had through TASA have equipped me with more tools to lead in Texas public education today, and they have filled my heart with inspiration. The connections, friendships and fellowship through TASA — all of it has created a sense of belonging that feels like family. I've been moved not only by how TASA empowers us as leaders, but by how its people — members and leaders — are changing lives for students across Texas. I’m grateful for every conversation, every moment of learning, and every relationship that has shaped and inspired me along the way. I look forward to carrying that inspiration with me as we continue to shape the future of public education in Texas together!"
68. Melissa Crosby, principal, Waller ISD
"TASA has inspired me to recognize my own professional value and reaffirmed my deep commitment to public education. Attending the Aspiring Superintendents Academy was especially impactful. The personal experiences shared by panelists — stories of courage, resilience and unwavering belief in students — deeply resonated with me. Their authenticity and wisdom offered both practical insight and powerful affirmation that leadership rooted in integrity and vision truly makes a difference. TASA has reminded me that leadership isn’t about a title; it’s about relationships, influence and the courage to advocate for what’s best for students. The Academy reignited my desire to remain a change-maker in this field and to contribute meaningfully to the future of public education. Most of all, TASA has helped me see that my work matters —not just to those I serve directly, but to the larger movement advancing public education. I leave each interaction more motivated to keep showing up, keep learning, and keep leading."
69. Michael Alphin, superintendent, Harmony ISD
"TASA has profoundly influenced and inspired me to continue improving my leadership skills and abilities. Through its strong collaboration and networking opportunities, I have been able to connect with like-minded professionals, exchange innovative ideas, and gain valuable insights. This supportive community has empowered me to grow both personally and professionally, reinforcing my commitment to lifelong learning and leadership excellence."
70. Michael Novotny, superintendent, Salado ISD
"This is my 18th year as a superintendent in Texas public schools and TASA continues to be essential to the success of my school district and my students. The TASA First-Time Superintendents Academy was incredibly beneficial to me back in 2008-09 as I had so much to learn as a new superintendent. TASA conferences, networking opportunities, and TASA Daily emails enable me to continue to learn as a veteran superintendent. The TASA Career Center website helps my school district find qualified candidates for our job vacancies. The TASA Visioning Document has provided inspirational and meaningful discussions regarding a shared vision of providing the best education for our students in Texas. The TASA Advocacy and Legislative committees do an outstanding job of advocating for Texas public schools. Thank you to the TASA board members and staff for their continued leadership and support of Texas public school superintendents, administrators, schools and students!"
71. Michael Valencia, superintendent, Forsan ISD
"TASA has been a huge part of my journey as a leader. It’s where I’ve found ideas that challenged me, people who encouraged me, and friends who truly understand the ups and downs of this work. Whether it’s through conferences, late-night conversations, or just swapping stories at a training, I’ve always come away feeling inspired and better equipped to serve my district. TASA isn’t just an organization; it’s a community that reminds me we’re all in this together, working for the future of Texas students."
72. Michelle Cavazos, superintendent, Gregory-Portland ISD
"I’m grateful for the inspiration I’ve found through TASA, especially in the meaningful connections I’ve made with fellow leaders from across the state. Whether through conferences or committee work, each interaction has offered valuable insights and reminded me of the strength and dedication within our educational community. One experience that stands out is txedFest. It's a personal favorite — not just for the learning, but for the opportunity to hear heartfelt stories, engage in thoughtful reflection, and dream about what’s possible alongside colleagues I deeply admire. These moments have helped me grow both personally and professionally, and I’m thankful to be part of a network that encourages such rich dialogue and shared purpose."
73. Michelle McCord, superintendent, Frenship ISD
"TASA has shaped my leadership journey in countless ways. Certainly, the close friendships I developed by taking part in the First-Time Superintendents Academy in 2015 have become stronger each year. At times, particularly in the darkest days of the pandemic, my TASA friends and colleagues served as an absolute lifeline. I have learned that I cannot effectively lead a school district in these turbulent times without the support of colleagues. The remarkable leaders I have come to know through TASA and the critically important work we are called to do remind me of a favorite quote from David McCullough, a beloved American historian and Pulitzer Prize winning author who asserted that ‘One of the great lessons of history is that little of consequence is ever accomplished alone.’ Undoubtedly, public education is of great consequence to our democracy. Thankfully, with TASA as a great connector of public school educators, we are never alone."
74. Michelle Rinehart, superintendent, Alpine ISD
"TASA connects me with exceptional leaders across our great state — inspiring leaders who are shaping the next generation of Texas public schools with excellence, joy and servant hearts. Through TASA, I surround myself with the leaders I want to be. Every Texas community deserves incredible educational leadership — TASA helps ensure that reality for all the children of Texas."
75. Monica Simmons, elementary math coordinator, Marshall ISD
“As a school leader, I am constantly seeking opportunities to grow, refine my vision, and ensure that the work I do has a lasting impact on students, staff and the community. TASA has been instrumental in shaping my leadership journey, providing not only professional resources but also a network of passionate educators who share a deep commitment to student success. Through TASA, I have been inspired by forward-thinking leaders who challenge the status quo, embrace innovation, and relentlessly pursue excellence. The collaborative nature of TASA has strengthened my belief that education is not a solitary endeavor — it is a collective mission that requires vision, adaptability and unwavering resolve. Most importantly, TASA has reminded me that leadership is about service. It is about lifting others, investing in people, and ensuring that our decisions always reflect what is best for students. I am grateful for the guidance, encouragement and professional community that TASA provides. It is a privilege to be part of an organization that not only supports school administrators but also champions the future of Texas public education.”
76. Monty Hysinger, superintendent, Dumas ISD
"As a school administrator with over 30 years in the field, I can honestly say that my membership in TASA has been one of the most significant professional assets I've ever had. The training has kept me ahead of the curve, the mentorship has been invaluable during challenging times, and the connections I've made with other administrators have provided a powerful network of support and collaboration. TASA has not just been an organization; it has been a partner in my career, consistently inspiring me to be a more effective leader for my school community."
77. Patti Birney, Assistant Superintendent/Professor of Practice (Retired), UTSA/East Central ISD
"For over 25 years, TASA was instrumental in enhancing my professional journey. TASA provided me with access to high-quality professional learning, timely policy updates, and a statewide network of visionary peers. It was through TASA that I first became involved with the Schlechty Center and the Visioning Document, which provided a framework and a vision for public education in Texas. As the coordinator of the Superintendent Certification Program and a Professor of Practice at UTSA, TASA’s support of leadership pipelines — particularly through initiatives focused on future-ready schools and district innovation — directly informed the preparation of our aspiring superintendents. The alignment between TASA’s vision and the work during my tenure at UTSA allowed me to connect our candidates with meaningful learning experiences, policy perspectives, and a broader network of practitioners who model excellence in the field. Each year during the Midwinter Conference, UTSA's superintendent candidates participated in the Aspiring Superintendents Academy, which served as an integral facet of their leadership development. I wholeheartedly encourage others — whether early in their leadership path or a seasoned administrator — to become active members. As a catalyst for growth, it will be a 'game changer.'"
78. Phyllis Williams, executive director, National Alliance of Black School Educators
"I want to acknowledge the incredible network of colleagues and peers that I have connected with through TASA. The relationships I've formed with other school leaders have been invaluable to me, providing a much-needed sounding board for ideas, advice and support. It's amazing to see how TASA takes a strong stance on critical issues affecting education, from funding and policy to social-emotional learning and student well-being. Knowing that I am part of an organization that is working tirelessly to amplify the voices of educators and advocate for what's best for our students gives me hope and motivation to continue doing this critical work."
79. Renae Rives, chief communications officer, Alvin ISD
"TASA has been an inspiration to me by creating meaningful opportunities for leaders like myself to connect while also providing uplifting professional development and guidance. The support offered by TASA empowers educational leaders to serve with confidence. Because of TASA’s advocacy and commitment, students and staff in Texas schools benefit from the work TASA is doing every day."
80. Richard Wright, superintendent, Louise ISD
"They say that it takes a village to raise a child. I say that it takes a village of great leaders to raise great children. That is what TASA is to me: a village of great leaders who are dedicated to making sure that every child in Texas is raised right. I am humbled every day to be a part of an organization that collaborates frequently to make sure that we are doing our best for generations to come no matter the obstacles that are thrown in our way. We just Get’r Done!"
81. Robert O'Connor, superintendent, Edna ISD
"The networking opportunities provided by TASA are unparalleled. Sharing challenges and successes inspires innovative solutions and strengthens our collective commitment to education. TASA's strong focus on professional development is another key benefit. Through workshops, seminars and conferences, I continuously refine my skills and stay informed about the latest trends. Additionally, TASA's commitment to advocacy for public education allows us to voice the needs of our students and educators, driving meaningful policy changes that benefit all Texas schools. Finally, the vendor connections facilitated by TASA open doors to valuable resources, enhancing our educational efforts. Collaborating with innovative vendors boosts our capabilities and helps maintain high-quality educational services. Together, we are making significant strides in shaping a brighter future for Texas education."
82. Roosevelt Nivens, superintendent, Lamar CISD
"As a longtime member of TASA, its influence has been key to my success as a school administrator and superintendent. The professional development opportunities equipped me with tools to tackle challenges, while its advocacy efforts reinforced the importance of standing united for Texas public education. TASA also connected me with inspiring leaders whose wisdom and support strengthened my leadership journey. For years, TASA has been a cornerstone of my growth, and I am proud to be part of its legacy of inspiring leaders for 100 years."
83. Rose Pearson, superintendent, Carrizo Springs CISD
"TASA continues to inspire Texas leaders by providing opportunities to bring us together to learn and grow. Thank you, TASA, for pouring into me through the Aspiring Superintendents Academy, First-Time Superintendents Academy, and the opportunity to present and share at TASA Midwinter. I’m so proud to be part of such an incredible organization that invests in educational leaders across our great state. Thank you!"
84. Sandra Zuniga Garza, former assistant superintendent, Uvalde CISD; current director of Strategic Innovation & Research, Southwest Texas College
"TASA has inspired me by reminding me that leadership is never done in isolation. Through TASA conferences and professional learning, I was challenged to think bigger, lead with courage, and design systems that ensure every student has the chance to succeed. Some of the most impactful strategies often came from conversations with colleagues I met through TASA — leaders who freely shared their insights, encouraged innovation, and modeled resilience. Even in the most difficult seasons of leadership, I found strength in knowing I wasn’t leading alone. That spirit of shared purpose continues to inspire me as I work to strengthen the P–20 pipeline and expand college and career opportunities for every Texas graduate."
85. Sanée Bell, assistant superintendent of Teaching & Learning, Katy ISD
"TASA has inspired me by providing high-quality professional learning led by relevant thought leaders who challenge and expand my thinking. Through conferences and events, I’ve been able to learn from and celebrate innovative districts and leaders across Texas, gaining ideas I can adapt for my own context. The personalized learning pathways allow me to focus on my unique growth areas, while still exploring emerging trends in education. Most importantly, TASA creates invaluable opportunities to network and connect with peers statewide, fostering a collaborative community where we share best practices, problem-solve together, and remain inspired to serve students with excellence."
86. Scott Harrell, superintendent, Sudan ISD
"TASA has inspired me to lead with purpose, courage and vision. Being a member of TASA has shown me the value of thinking beyond traditional models and focusing on what’s best for students. I have learned to collaborate with more intentions, listen deeper first before speaking, and act with greater confidence in my decisions. TASA has pushed me to grow, take risks, and support others on their leadership journeys. TASA has helped shape the kind of leader I strive to be every day."
87. Sharon McKinney, superintendent, Port Aransas ISD
“TASA has inspired me most through the connections I’ve made with colleagues across Texas. In particular, the TASA Small Schools Network has been invaluable in bringing together leaders who face similar opportunities and challenges. Through this network, I’ve gained not onlypractical ideas to support staff and students but also encouragement from peers who understand the unique context of leading in a small district. These relationships remind me that we’re stronger together, and they continue to inspire me to lead with vision, collaboration, and courage.”
88. Sheri Blankenship, deputy executive director, Texas Association of Community Schools
"TASA has inspired me in so many ways. Just to name a few are the learning and networking opportunities with my colleagues. A few of those opportunities are provided through participation in the TASA Midwinter Conference, the First-Time Superintendents Academy, as well as being a part of the Future-Ready Superintendents Leadership Network. This organization encourages you to take care of not only your district/organization but to take care of yourself in order to take care of your district or organization. This was modeled for me during my participation in the TASA Breakaway Leadership cohort. Having just retired as a superintendent, I plan to stay involved, learn from and contribute to the work of this amazing organization."
89. Sherri Bays, TASA Executive Superintendent, TASA Honorary Life Member
"TASA gave me hope by connecting me with leaders from similar districts to share challenges and successes. Their student-centered professional development is of the highest quality, with outstanding resources and speakers. TASA’s encouragement and support have been invaluable. As a result, even in retirement, I feel inspired to continue giving back. TASA’s commitment to collaboration and excellence motivates me to lead with purpose and support positive change in education."
90. Stacey Brister, superintendent, Little Cypress-Mauriceville CISD
"TASA is an outstanding organization made up of hard-working people who believe in our public school system and educating students. Being a member of TASA has inspired me to advocate for public schools without fear. TASA is always on the front line fighting for our schools and our students and I want to be part of an organization that understands the urgency behind the need to educate all. The professional development offered through TASA has allowed me to grow as a person and as an administrator. I highly recommend TASA to you as a leadership model, growth model, and a collaboration model — you will grow and be better prepared for your leadership role!"
91. Steve Flores, TASA Executive Superintendent, TASA Honorary Life Member
"TASA didn’t just inspire me — it ignited a calling. In 1999, I was accepted into the Cooperative Superintendent Program at the University of Texas. As part of that journey, I had the privilege of working under the visionary leadership of Johnny Veselka at TASA. I learned that leading schools in Texas is not for the faint of heart — it demands resilience, clarity and an unshakable belief in the potential of every child. But I never walked alone. TASA’s support and advocacy were a constant source of strength. Knowing I could always reach out and be met with wisdom, guidance and solidarity made all the difference. The inspiration to serve others — to lead boldly, wisely and without fear — was rooted not just in being a member of TASA, but in being embraced by the TASA family. That sense of belonging, of shared purpose, continues to fuel my passion for educational leadership to this day."
92. Stu Musick, superintendent, Navasota ISD
"As a member for the past 13 years, TASA has been there every step of the way in my administrative journey. There are so many opportunities to learn, listen and grow from so many great leaders. We are all so thankful for their mentorship, wisdom and collaboration. Thank you for all that you do for so many districts, staff and communities throughout Texas!"
93. Susan Bohn, superintendent, Aledo ISD
"For me, TASA has been about access to others who do this job and the connections that the organization emphasizes. I met Gayle Stinson at a TASA event when she was on the TASA Executive Committee, shortly before she became president of TASA. She was a very experienced superintendent and a 'big name,' and I was just getting started, feeling overwhelmed, and in need of a network. Especially as an introvert, I couldn't believe she came over to me and was talking to me, and she modeled for me the outreach that I try to pay back to others now 10 years later. I'm not quite as good at it as she is, but I try! She has positively impacted me in my work and in my life since then."
94. Thad Royer, superintendent, Friendswood ISD
"TASA has been a foundation in my growth as superintendent and as a leader. I am beginning my ninth year as a superintendent, and I continue to grow each year because of the people and the leadership of TASA. I think the thing that impacts me the most is the relational style of TASA leadership and members that pulls you into a team — a team that is working in a common direction for profound engaged learning and leadership for the students of Texas."
95. Tiffany Spicer, superintendent, Waco ISD
"TASA has been instrumental in my professional growth as a leader. I have had the opportunity to partner, connect and learn from so many Texas educators. From those who are seasoned in their roles to those who aspire to various leadership positions, there is something for every educator through TASA. The knowledge and experiences garnered have been priceless. The support and commitment from this organization have been essential on my journey while serving. Thank you, TASA, for investing in me, but more importantly, thank you for serving as a catalyst for future educators and leaders as they journey through our Texas educator pipeline. Continue to #InspireExcellence."
96. Tory Hill, superintendent, Channelview ISD
"As a superintendent, TASA has been a powerful force in my journey — shaping not just how I lead, but 'why' I lead. Through its unwavering focus on leadership development, mentoring and advocacy, TASA has equipped me to thrive, even in the most challenging moments. The relationships and inspiration I’ve gained through this community continue to fuel my passion and strengthen my commitment to serve, lead and make a lasting impact for the students and families of Channelview ISD."
97. Travis Motal, interim superintendent, Liberty Hill ISD
"TASA has inspired me by fostering connections and relationships with other great leaders, communicators and people from around the state. There are many opportunities to collaborate with peers, and you can develop lines of communication to share ideas, offer support and inspire creativity to support students and staff. In particular, the Future-Ready SuperintendentsLeadership Network events connected me with two other districts that have fully implemented local accountability. At txedFest, I had the chance to hear a superintendent talk about how you can shine your own light, which can be different from the light next to you. This allows you to learn great ideas from others while celebrating your own."
98. Valerie Little, executive director of student engagement, Prosper ISD
"As TASA celebrates '100 Years of Inspiring Leaders,' I reflect on how profoundly this organization has shaped my journey. What makes TASA truly exceptional is their commitment to building a network of educational leaders who support each other. The connections formed during TASA events have provided me with trusted colleagues I can turn to for guidance and collaboration. These relationships have been invaluable as I've navigated challenges in my own leadership path. TASA's century-long dedication to advancing educational leadership in Texas continues to inspire me to strive for excellence in service to our students and communities."
99. Valerie Torres-Solis, executive director of curriculum, instruction, and assessment, Manor ISD
"The Aspiring Superintendents Academy has been such a remarkable leadership experience. Greatness has been intentionally poured into us by the most remarkable leaders in Texas. I’m so grateful for this amazing learning experience. This academy has equipped me with the knowledge and skills needed to be the purpose- driven leader ready to take on the superintendency with excellence. Thank you, TASA!
100 .
Walter Jackson, superintendent, La Porte ISD
"TASA has been a powerful source of inspiration in my journey as a leader. Through my involvement on the Executive Committee and as a guest presenter, I have not only grown personally but have also developed the skills to nurture and empower other leaders. I can still remember being a member of the First-Time Superintendents Academy and reflecting on the best practices leaders shared with us. The dedication and passion of TASA’s leaders and members continue to motivate me, reinforcing the importance of collaboration and shared vision. I owe a great deal of my leadership success to TASA for investing in my professional growth and development."
Johnny L. Veselka, TASA Executive Director
Emeritus Remembering
This summer,TASA mourned the passing of Johnny L. Veselka, whose more than four-decade tenure with the association helped shape public education in Texas. As executive director from 1986 to 2018, Johnny was a tireless advocate for school leaders and an unwavering champion of the TASA mission. In this issue of INSIGHT, we honor his remarkable legacy through the words of those who knew him best.
First, a little background. ... During his 43-year tenure with TASA, Johnny guided the association through a period of growth and transformation during which TASA expanded its influence on state policy and was instrumental in developing a forward-looking vision for Texas public schools that still guides our work today.
In his final Executive Director's View column, published in the winter 2017 issue of INSIGHT, he wrote:
"When I arrived in Austin in the summer of 1974 and enrolled in the graduate program at The University of Texas at Austin, I could not imagine that an internship assignment on the TASA staff would lead to a 43-year career with this association. ... I will always value the personal and professional relationships that I have developed over these many years."
He then outlined a few of the achievements he was most proud of, including acquiring TASA’s current headquarters in Austin, the creation of the TASA Corporate Partner program, and transitioning the Midwinter Conference from a TEA-led event to one of TASA’s most significant offerings.
commemorate the organization’s contributions to our public schools, the generations of TASA leaders who advanced TASA’s mission, and the thousands of school leaders, who, through the years, have dedicated their careers to meet each moment, working to improve the future of our communities and our state through public education. ... It has been my greatest honor to serve this association for 43 years, including more than 32 years as executive director, and now, in my retirement, to be able to document TASA’s significant contributions to the progress of public education in the State of Texas over the past 100 years."
The Veselka Legacy
When Johnny retired from TASA, staff surprised him with an issue of this magazine featuring photos from his long career and words of tribute by former Texas commissioners of education and State Board of Education members,TASA presidents, peers from other education-related associations, corporate partners, and TASA staff members. Some excerpts from the 2017 feature:
John Horn, 1987-88 TASA President "In tandem with his personal modeling of how great leaders lead by example, think divergently, create strategic alliances, and cultivate trusting relationships, Johnny's more enduring legacy will be his role as the primary architect and builder of the nation's premier professional association of school leaders. His decision to embrace the principles of the Visioning Institute as a pivotal decision that propelled TASA to the forefront in this last decade."
After he retired, though, Johnny, a historian at heart, added one more achievement to the list: a written history of TASA spanning the organization's first 100 years, researched and penned in time for TASA to celebrate its centennial year in 2025. See the finished product, "Texas Association of School Administrators: A Century of Inspiring Leadership (1925-2025)" at https://bit.ly/TASA-History.
In the preface of that publication, he wrote:
"As I researched and wrote the articles included in this publication in preparation for the celebration of TASA’s centennial year, I felt great pride in having the opportunity to
Mike Moses, Former Texas Commissioner of Education (1995-99)
"Johnny Veselka will enjoy a wonderful legacy in the annals of Texas public schools. Ensuring that school administrators received appropriate professional growth will probably be among those.While serving as commissioner, I met with Johnny and discussed with him that TEA no longer had the capacity or the ability to offer a comprehensive midwinter conference. Our staff had been cut, and frankly, districts had more expertise than we had in many instances. I asked Johnny if TASA would be willing to take over the conference.The rest is history."
Johnny Veselka left an indelible mark on TASA and Texas public education over the course of his remarkable 43-year career with the association,” said TASA Executive Director Kevin Brown. “To many on our team, he was more than a colleague — he was a constant presence, a mentor, and a friend.
- Kevin Brown, TASA executive director
Virginia Collier, TASA President (1999-00)
"Johnny encouraged my election as the first female president of TASA. He has always looked forward and that is his great strength. He is aware of the present but acutely attuned to the future."
Greg Smith, TASA President (2019-20)
"To me, Johnny Veselka has been like the Father of Public Education. His connections are endless, and his advice has been collegial and fatherly. It has never been about Johnny Veselka. His work has increased people's capacity, and his greatest pleasure comes from watching people grow and succeed."
John Folks, TASA President (2009-10)
"We all love Johnny Veselka! He has guided many of us in our years we served as superintendents, but more important, he has guided our profession. His impeccable character, his intellect, and his political savvy made TASA one of the premier professional educational organizations in the state. He will be missed, but his legacy and what he has done for Texas public education will last forever!"
See the full feature from the winter 2017 INSIGHT at https://issuu.com/tasanet/ docs/winter17
He Will Be Missed
When news of his passing was shared,TASA heard back from so many who knew Johnny and wanted to share their condolences and fond memories. Here are a few:
Art Cavazos, TASA Executive Superintendent
"I am heartbroken at the news of Johnny's passing. He stood for many things including the power of education. He leaves behind a tremendous legacy, and I am humbled to have known him and honored that he was part of my leadership journey. May he rest in peace."
Steve Flores, TASA Executive Superintendent
"Johnny will be deeply missed, but his legacy will undoubtedly endure. I had the privilege of being introduced to Johnny by Dr. Estes as a UT CSP Fellow. Little did I know that meeting was in fact an 'interview.' During my time at TASA from 1999 to 2001, Johnny provided me each day with a firmer understanding of the superintendent's significant role. Every decision he made was driven by his commitment to enhancing and supporting
superintendents across our great state. May he rest in peace; I am certain that he and Nolan have already engaged in conversations about public education in Texas and those who lead it."
David Thompson, Thompson & Horton "I worked with Johnny beginning in 1976, before he became TASA executive director. He always was a strong and effective advocate for public education and public school leaders, as well as being a wonderful person. He made a difference and he will be missed."
Thomas Randle, TASA President (2007-08)
"Johnny was a quiet leader with the unique ability to connect with people. Job well done, my good and faithful servant. Job well done."
The Johnny L. Veselka Scholarship fund was established in 2013-14. Contributions to the fund may be made in Johnny's honor. Please send checks, payable to the Texas Association of School Administrators, with a note indicating they are for the “Johnny L. Veselka Scholarship" to TASA, 406 E. 11th St., Austin, TX 78701.
Johnny with the 2017-18 TASA officer corps after the announcement that the TASA headquarters building was being named in his honor.
Meet TASA’s Inspiring Leaders
Now more than ever, Texas public school staff members are looking to leaders to inspire them in their day-to-day work as we all cope with an ever-changing educational landscape. TASA’s “Inspiring Leaders” tagline is not just a reminder of TASA’s commitment to leadership development — it describes our members themselves. In this and future issues of INSIGHT, you’ll meet some of those Inspiring Leaders, and it’s our hope that they will guide you and invigorate you in the work that you do. To nominate a leader for inclusion, email drivers@texasschoolbusiness.com.
Katie Bowen
In Palacios ISD, Katie Bowen serves as director of Curriculum & Instruction and Federal Programs, a position she came to a year ago with 22 years of work in education under her belt.
Her peers in PISD are glad Bowen took the role, and credit her with helping the district thrive.
“She is an inspiring leader because she leads with a servant's heart,” says Jared Duncum, superintendent in PISD. ‘“She is always willing to do whatever is needed to achieve the goals of the day or help out with elementary car duty!”
Bowen says she is proud to work in Palacios, where she sees how diversity enriches both the classrooms and the community as a whole. She is happy to work in a district that offers many opportunities and rigorous programs designed to prepare students for the future.
“Our students and staff have access to some of the newest and best facilities in the state,” she says. “These spaces are designed to support innovation, collaboration, and excellence, giving our students the environment they need to learn, grow, and thrive.”
Working in public education can be challenging, but Bowen says she is driven every day by the students she serves and a strong desire to help them achieve.
“They inspire me in ways nothing else can. Their energy, curiosity, and resilience remind me why this work matters. This isn’t just a job — it’s a calling. I don’t want to be anywhere else.”
Mentorship and teamwork are also motivational factors for Bowen, who says she has been guided throughout her administration career by those around her.
“My colleagues push me to grow, think differently, and reach higher than I would alone. Their knowledge and perspective can challenge my assumptions, spark new ideas, and accelerate my personal and professional development.”
Asked what TASA programs have most helped her development as an inspiring leader, Bowen is quick to share her love for the Small Schools Network.
“The TASA Small Schools Network has been an amazing opportunity to visit other districts and learn some of their best practices,” she says. “The most rewarding part is engaging with other school leaders to hear how they have best managed challenges and created opportunities for their students’ success.”
La'Kesha Henson-Vaughn
Dr. La’Kesha Henson-Vaughn is executive director of intermediate schools in Pearland ISD, where she previously worked as Rogers Middle School principal and first caught her colleagues’ eyes as an inspiring leader.
“Dr. Vaughn leads with vision, compassion, and a relentless commitment to excellence for every student, teacher, and campus she serves,” says Sondra Nichols, a teacher at Rogers. She models servant leadership daily — building trust, cultivating strong relationships, and holding high expectations that motivate others to grow. Her ability to balance accountability with encouragement inspires those around her to reach their full potential.”
Her associates in PISD say Vaughn created a thriving school culture in her time at Rogers and has continued to champion intermediate campuses in the district in her newer role. For Vaughn, it’s all part of her mission to help the district promote high achievement in a safe and supportive environment.
“Our district works tirelessly to ensure that every student not only has access to rigorous instruction but also feels safe, supported, and connected to their school and our community,” Vaughn says.
Known as an active and involved mentor and partner in PISD, Vaughn says she has seen firsthand how leadership is multiplied when a leader invests in others.
“Mentoring and collaborating with administrators allows us to share knowledge, build capacity, and create a network of support that strengthens the entire district,” she says. “These relationships foster innovation, encourage accountability, and ultimately ensure that all students benefit from strong, visionary leadership.”
For Vaughn, leadership is service, and she maintains focus, even in tough times, by keeping a positive outlook and remembering how her actions and reactions can affect those around her.
“Each day I am motivated by the opportunity to impact lives, build relationships, and create spaces where both students and staff can thrive. When challenges arise, I view them as opportunities to model resilience and growth for those I lead.”
Inspiring leader from TASA history John D. Horn: TASA president with a professional learning focus
John D. Horn, TASA president in 1987-88, is an Inspiring Leader who was instrumental in focusing attention on leadership development as one of TASA’s highest priorities for several decades.
Horn played a key role in securing funding for the establishment of the Texas Leadership Center, a 501(c)3 nonprofit corporation. It was established with federal funding provided to advance leadership development opportunities for school leaders in 1987, and Horn served as chair of the Center's Board of Directors until 1997.
Horn also chaired the advisory committee that worked with the State Board for Educator Certification to establish learner-centered Professional Standards for the Superintendency.
Following his retirement from Mesquite ISD in 2001, he remained active in Texas public education, conducting superintendent searches, serving as a senior associate with the Schlechty Center and as a TASA consultant. While at the Schlechty Center, Horn facilitated a partnership between the Center and TASA that supported Schlechty’s Standard-Bearer School Districts and Superintendents Leadership Network in Texas.
From 2006 to 2008, Horn was a member of the team that developed the design for the Public Education Visioning Institute, was the lead facilitator for the Institute, and coordinated the publication of the visioning document, Creating a New Vision for Public Education in Texas. As an extension of that work, he facilitated TASA’s Academy for Transformational Leadership for several years and, in 20162017, co-facilitated the work of the TASA 2025 Task Force, which developed the recently fulfilled TASA Strategic Framework.
For many years in the early-to-mid 2000s, Horn facilitated TASA’s Leadership Planning Meetings, First-Time Superintendents Academy, and Aspiring Superintendents Academy.
In July 2022, TASA honored him for the instrumental part he played in the organization's professional learning programs over the years by renaming the TASA Leadership Summit (formerly the Leadership Planning Meeting) in his honor.
For more on John Horn or TASA's history, be sure to check out "Texas Association of School Administrators: A Century of Inspiring Leadership" by the late Johnny Veselka, TASA Executive Director Emeritus, at https://bit.ly/TASA-History.
HIGHER EDUCATION
The potential long-term benefits of HB 2
by Catherine Horn
As we settle into the full swing of the fall semester, districts also begin to settle into the new realities established by the conclusions of the 89th Texas Legislature. Arguably, most important for K-12 education among the newly implemented laws is Texas House Bill 2, primarily impacting seven areas: finance and safety; teacher compensation; educator rights; special education; early literacy and numeracy; career and technical education; and educator preparation (TEA, 2025). This last area has significant implications for higher education as well and how it will need to adapt programs to meet new requirements. Now, more than ever, K-12 and postsecondary education are called to work in meaningful partnership to ensure that well-prepared teachers are in every public school classroom supporting the state’s 5.5 million school age children.
A long and broad history connecting the work of K-12 and postsecondary education exists in Texas. As two examples, the Texas Success Initiative (TSI) program requires high school graduates coming into college to demonstrate readiness in reading, writing, and mathematics (Texas Higher Education Coordinating Board (THECB), 2025). More recently, dual credit and early college high schools have burgeoned, with almost 250,000 students participating in such programs in 2024 (Dey, 2024, Oct. 16). Directly related to the preparation of teachers, Texas has also drawn solid policy lines between the preparation of teachers and their ultimate employment and retention in the K-12 education. The Educational Aid Exemption (EAE) represents such an effort by encouraging educational aids to become fully certified teachers by exempting them “from the payment of tuition and certain mandatory fees at participating Texas public institutions of higher education” (THECB, 2020, p. 1). The almost 40-year experiment with alternative certification also captures an evolving relationship between K-12 and postsecondary education settings.
Previous legislation (HB 1842) made districts eligible for a District of Innovation (DOI) designation, which exempted them from certain state laws “that inhibit the goals of the district,” including, in some cases, those for teacher certification (TEA, n.d.). While documented outcomes have varied, one at-scale consequence was a ballooning in the number of uncertified teachers of record in classrooms across the state. By 2024-25, 11.8 percent of all public school teachers in Texas were uncertified, up from 3.5 percent only 5 years previous (Ghazzawi et al., 2025). Even more striking, currently one in three new teachers are uncertified. A large body of research documents why this condition is concerning, including the important positive impacts highly qualified, certified teachers have on student learning (e.g., Kirksey, 2024) as well as the ways in which uncertified teachers can mute academic outcomes (Van Overschelde & Lopez, 2024).
HB 2 attempts to undo the unintended consequences of previous legislation by sunsetting districts’ ability to place uncertified teachers in certain classrooms. Beginning in the 2026-27 school year, districts will no longer be able to include K-5 reading and mathematics teachers in DOI plan exemptions. The following year (2027-28), DOI plan exemptions cannot include uncertified teachers in any foundational subject (i.e., reading/English language arts, math, science, and social studies) in any grade level (TEA(a), 2025). This has two practical implications. First, districts will have to find mechanisms for getting uncertified teachers already in service through the process. Additionally, they will continue to need a pipeline of new and certified teachers to maintain the health and vitality of the educational ecosystem.
Importantly, Texas has allocated resources to support districts in their efforts to meet these new expectations. HB 2 establishes that districts will receive a one-time payment of $1,000 for inservice teachers who obtain certification by the end of the 2026-27 school year. It also provides subsidies to districts to help fund a variety of pathways for preservice teachers to engage as well, ranging from $3,000 for candidates pursuing a traditional or alternative certification to $10,000 for those in a residency program (Edison, 2025). Many detailed expectations — for districts and for EPPs — sit around the opportunity to access the resources (including the number of opportunities that the state will fund for each path). But the fundamental message is clear; certified educators are a priority for the state as we move ahead.
The amplified focus on ensuring that Texas students have access to the teachers they deserve poses a unique opportunity. Postsecondary educator preparation programs (EPPs), especially in universitybased settings, remain central to building and strengthening the educator pipeline, and this role is more important than ever in a HB 2 context. Over the last decade, higher education has worked to be in increasingly meaningful partnership with districts to find ways for pre-service teachers to experience best in class preparation through extended residencies (including paid ones). We have also recognized that such pathways are necessary but completely insufficient. EPPs realize that high quality university-based alternative certification programs are necessary and essential to building and maintaining a robust educator workforce. In short, postsecondary education is working to ensure the programs we offer are relevant and aligned with districts’ workforce needs.
As we move through this evolving understanding of what districts are required to
ensure with respect to the qualifications of their educators, universities have a chance to deepen our partnerships with districts even further. HB 2 provides a new way to work together — in creative empathy — on behalf of the ends we both share. Our current call to action grounds in a real-time expectation for districts to develop their preferred plans for addressing the teacher certification, placement, and retention needs within current legislated expectations and shifting demographic realities. I offer three direct steps districts and the university-based preparation providers might consider taking together right now.
First, as districts map the best combination of financed pathways laid out in HB 2, we have a chance to collaboratively rethink how we create a healthy ecosystem. College students choosing teaching as a pathway has been on the decline nationally for more than 15 years (Kraft & Lyon, 2024). Yet, as Kraft and Lyon (2024) also describe, “few other occupations in the U.S. are as large or as important as the teaching profession” (p. 2). It is an opportune time for districts and EPPs to together create a tightly knit portfolio of options for pre-service teachers that acknowledges the realities of the Gen Z learner and needs of the districts in which they will be learning. Novel grow-your-own models, adaptations to the learning modalities and experiences pre-service teachers are having in their college courses, and many more may combine to reinvigorate the chances presented by the teaching profession.
Second and related, the required planning and preparing this fall for the potential influx of additional resources afforded through HB 2 will undoubtedly be complicated, even for the most seasoned senior leaders. Modeling and clearly understanding the implications and tradeoffs of choosing among myriad permutations of funded certification
strategies are strengthened when thought partners from the district, postsecondary education, the service centers, and elsewhere at the table. Such a diverse set of perspectives, expertise, and engagement with the teacher pipeline maximizes the opportunities districts have to benefit. These kinds of conversations can be challenging, but complicated circumstances require complex groups working together.
Finally, TASA has a real-time chance to help districts reap the potential longerterm benefits of HB 2 through intentional work among the Higher Education Committee and others. Specifically, combining committees’ efforts to design, implement, and rigorously understand the outcomes associated with strategic certification approaches will be useful immediately to share and understand emerging best practices and learnings between and among districts and postsecondary institutions. It will also provide needed understanding in preparation for related considerations in the Texas 90th Legislature, which will be here before we know it.
Postsecondary education's role in HB 2 is complex, but the shared goals are simple. Our opportunity to double down on work together means a brighter future for all Texans. n
Dr. Cathy Horn is Dean of the University of Houston's College of Education, Elizabeth D. Rockwell Chair, and former public high school teacher. See references on page 38.
References
Ghazzawi, D., Olofson, M., Landa, J., & Eluru, M.S. (2024). Uncertified teacher rates 2018 – 2019 through 2023 – 2024. Texas Education Agency. Dey, S. (2024, October 16). Nearly half of Texas high school students who earn college credits are Hispanic, study says. Texas Tribune. https://www. texastribune.org/2024/10/16/texas-dual-enrollment-highschool-community-college/?utm_source=newsletter&utm_ medium=email&utm_campaign=sendto_ localnewslettertest&stream=top
Edison, J. (2025, June 4). Gov. Greg Abbott signs $8.5 billion public education funding plan into law. Here’s how it works. The Texas Tribune. https://www.texastribune. org/2025/06/04/texas-public-education-schools-fundingbill-explained/#:~:text=The%20law%20also%20provides%20 a,Become%20one.
Ghazzawi, D., Olofson, M., Landa, J., & Maheswari, E. (2025). Uncertified teacher rates 2019-20 through 2024-25. Austin, TX: TEA. https://tea.texas.gov/reports-and-data/educator-data/ uncertified-teachers-historic-2024-2025.pdf
Kirksey, J. (2024). Amid rising number of uncertified teachers, previous classroom experience proves vital in Texas. Lubbock, TX: Texas Tech University. https://ttu-ir.tdl.org/server/api/ core/bitstreams/e7e19f87-e065-4dc7-8210-153b989a5266/ content
Kraft, M. A., & Lyon, M. A. (2024). The rise and fall of the teaching profession: Prestige, interest, preparation, and satisfaction over the last half century. National Bureau of Economic Research, Working Paper 32386. https://www.nber.org/system/ files/working_papers/w32386/w32386.pdf
Raise Your Hand Texas. (n.d.). Learning about Texas uncertified teachers. Austin, TX: Author. https://www.raiseyourhandtexas. org/policy/teacher-workforce/uncertified-teachers/
Texas Education Agency (TEA). (n.d.). Districts of innovation. TX: Author. https://tea.texas.gov/texas-schools/ district-initiatives/districts-of-innovation
Texas Education Agency (TEA). (2025). House Bill 2: School finance. 89th Texas Legislature. Austin, TX: Author. https://tea. texas.gov/about-tea/government-relations-and-legal/government-relations/hb2-highlights-one-pager-june-26-2025-1.pdf
TEA(a). (2025). HB 2 implementation: New certification requirements and incentives for uncertified teachers. Austin, TX: Author. https://tea.texas.gov/about-tea/news-and-multimedia/ correspondence/taa-letters/hb-2-implementation-new-certification-requirements-and-incentives-for-uncertified-teachers
Texas Higher Education Coordinating Board (THECB). (2020). Educational aide exemption program frequently asked questions. https://reportcenter.highered.texas.gov/agency-publication/ miscellaneous/educational-aide-exemption-institutionfrequently-asked-questions/#:~:text=The%20Educational%20 Aide%20Exemption%20(EAE,are%20eligible%20 for%20this%20exemption?
Texas Higher Education Coordinating Board (THECB). (2025). Texas Success Initiative. Austin, TX: Author. https://www. highered.texas.gov/texas-success-initiative/
Van Overschelde, J., & Lopez, M. (2024, June 20). Unlicensed teachers now dominate new teacher hires in rural Texas schools. Dallas Observer https://www.dallasobserver.com/news/ unlicensed-teachers-dominate-new-teacher-hires-in-ruraltexas-schools-19418069/
TSPRA VOICE
Texas public schools: the real pioneers of educational choice
by Gustavo Reveles
For years, advocates of the so-called “school choice” movement have attempted to paint traditional public schools as outdated, rigid and limited. They argue that charter schools, private academies and home school networks offer parents and students better, more customized options. That narrative couldn’t be further from the truth.
The fact is, Texas public schools were offering choice long before it became a political slogan. For decades, independent school districts across the state have led the way in academic innovation and expanded learning opportunities. Neighborhood schools have evolved to reflect the needs and aspirations of today’s students, making them the real pioneers of educational choice.
Magnet programs focused on STEM, the arts and dual-language education have long been staples in large urban districts. Rural and suburban ISDs have adopted similar models, tailoring options to match local industry needs and student interests. Public high schools offer the prestigious International Baccalaureate curriculum, while early college high schools give students a head start on their university journey — often saving families thousands in tuition. These are not alternative paths. These are public school innovations.
Consider the scale and scope of what Texas ISDs are offering today. More than 350 middle and high school magnet programs serve more than 500,000 students. Nearly 200 early college high schools provide access to higher education for students who might otherwise face significant barriers. Career and technical education programs, which serve more than 1.5 million students, connect teenagers with real-world skills in high-demand industries, from cybersecurity and health sciences to manufacturing and logistics. The 8,000 students enrolled in Pathways in Technology Early College High Schools (P-TECH) are graduating high school job-ready and college-prepared.
Even in the early grades, public schools have diversified to meet parent and student demand. Nearly 200 schools offer the International Baccalaureate, which brings global standards to neighborhood classrooms. Around 40 public Montessori programs have emerged across the state, adding another layer of developmentally rich, tuition-free education to our public offerings.
The truth is simple. Texas public schools offer more variety, more rigor and more access to opportunity than ever before. Yet for too long, ISDs have been slow to tell that story. While others market and promote their “choice” offerings with slick campaigns and heavy funding, we’ve let our outcomes speak for themselves. But in today’s competitive educational landscape, silence can be mistaken for absence.
It’s time to reclaim the narrative. Public schools are not the alternative. They are the gold standard. Our classrooms, stadiums and performance halls are not just venues for learning and growth. They are the stages where the promise of public education is fulfilled every day. Texas public schools are, and continue to be, the real choice for families seeking quality, equity and opportunity. n
Gustavo Reveles is director of communications and marketing in Canutillo ISD and TSPRA regional vice president, Far West Region.
TECH TAKE
From Belfast to bandwidth: how technology has shaped student communication in the digital age
by the TETL Next Digital Shift Committee
From the moment we get up, technology and technology devices surround us. Adults use technology daily to enhance their communication and quality of life, from voice-controlled intelligent personal assistants (i.e., Alexa and Siri) to smartphones, tablet devices, televisions, emails, etc. Most adults use technology to simplify work, provide rapid access to information, and stay connected by mobile phone or email. Because of this immersion of technology in our lives, technology has shaped and influenced how our society functions. A point to ponder is how technology influences our infants and young children and their development. The authors will explore how technology has shaped student communication in our digital age.
Communication development by infants and children is a highly complex process. This process continues through adolescence. Communication development includes speech, gestures, listening, comprehension, and the ability to express thoughts effectively (NIDCD 2022).
Like today’s adults, our children are born into a digital age. They develop surrounded by technology. It permeates their homes, communities, and schools. Research indicates that unsupervised or excessive screen time correlates with delays in language development (Barnes 2025, Tulviste 2024, and Xhani et. al 2024). In contrast, authors found that adult engagement with children’s technology use provided robust, engaging, and enjoyable learning. However, technology does not replace human interaction in an infant's development.
Extensive research has broadened our understanding of how children grow, learn, and play. Educators must apply developmental principles when integrating technology and digital resources into school settings. When technology integration is grounded in sound developmental knowledge and educators are aware of its challenges and opportunities, they can strategically use technology to elevate program quality and support every child’s growth (NAEYC 2012).
This article will explore the interplay between the pervasiveness of technology for our students and how that impacts their communication development. The authors will discuss how Collette Gray and colleagues (2017) explored key findings with tablet devices and young children’s learning. The authors trace technology use and communication skill development from the Belfast study to today. The authors believe that human intervention in leveraging technology promotes significant gains in student learning.
Historical context
The Belfast study of 2017 showed an intentional approach to analyzing the use of technology, particularly iPads, in relation to language and mathematics learning. The study began in 2015 and involved students in both nursery (ages 2-4) and primary (ages 4-11) schools in Belfast. Despite initial hesitancy from some and an overall cautious expectation of proposed benefits, the results showed that students improved their literacy and numerical skills through iPad use. Training for educators in using the technology was a key contributor to the students' successes, although different teachers felt differently about the initial training they received. Teacher preparedness in using the iPad also played a significant role in success. There was some guidance for teachers on age-appropriate apps and how the app could benefit student learning. Teachers also found appropriate apps independently, focusing on educational components within an app instead of simply finding a game. Teachers also noted the ease of tracking a student's progress in learning.
A common theme amongst educators was that the iPads motivated students to learn and that activities involving the iPad were fun and engaging, often holding a student’s attention for longer periods of time. In scenarios where students used the iPad in a shared activity, educators witnessed students helping and communicating with one another to complete tasks and solve problems. It was noted that students often developed their skills with minimal adult interaction and that progress with the activities built up student confidence to continue learning. The interactivity of the iPad and the collaboration amongst students positively impacted a student's language and literacy skills, along with their mathematical and numerical skills (Gray, Dunn, Moffett, Mitchell, 2017)
A research paper released in 2022 examined the interactions between parents and their children, from birth to age 5, in relation to smartphone use and language development. It evaluated early human interaction learning mechanisms, such as eye contact, joint attention, and parental responsiveness, against the technological interference of a smartphone. Overall, the smartphone disruption hurt a child’s language development. Common issues were that smartphones disrupted essential human interactions and drew the parents’ attention away from the child. Parental attentiveness, communication, and responsiveness to cues often diminished while the parent engaged their smartphone. However, researchers noted that when the smartphone was used intentionally and interactively with a child, it would increase verbal communication, thereby aiding in vocabulary development. Essentially, human interaction was critically important to language development in this early stage of child growth; however, technology could assist with language development as long as it was intentional and the interference or
distraction of the device did not contribute to a disruption of those human interactions (Morris, Filippetti, Rigato 2022)
An Albanian study conducted during 2021 and 2022 sought to examine how technology use affected language development in children by the time they reached the age of 5. The study specifically focused on excessive screen time, defined as using internet-connected devices, such as smartphones, more than two hours a day. One parent for each child participated in this study, correlating data on 152 children. The number of children who grew up (ages 18 months to 5 years, when researchers collected data) using technology more than two hours a day versus less than two hours was almost evenly split — 75 children had more than two hours of screen time per day, while 77 had less than two hours of screen time per day. Language delays were noted in 50 of the 75 students (67%) with greater than two hours of screen time per day, while 25 of 77 (32%) with less than two hours of screen time per day had language delays. This showed that children were twice as likely to have language delays when they were exposed to excessive screen time in early childhood. The researchers noted that developmental delays were noted in similar earlier studies regarding excessive
exposure to television or video games. This study concluded that screen time and technology in general are unavoidable; however, parental/adult supervision and involvement were recommended as a way to use technology beneficially by limiting screen time, using age-appropriate and language-building apps, and recognizing potential language delays in children (Xhani, Kulluri, Malësia 2024)
Human factor intentional technology integration
Integrating technology into the classroom is more than just adding devices and software. The human factor, especially the teacher, is integral to successful technological integration. Mariscal, Albarracin, Mobo, and Cutillas (2023) explore how elementary school teachers in the Philippines adapt and create effective learning environments, design engaging activities, and apply appropriate teaching strategies using technology. Their findings indicate that integrating educational technology in teaching and learning is essential for providing a
high-quality education in the 21st century. However, they found that educational technology’s effectiveness depends on teachers’ pedagogical competence in using technology to support teaching and learning.
Mariscal et al. 2023 reveal that while teachers generally hold positive attitudes toward educational technology, their competence in using it varies. In their study, teachers were most confident using basic tools like word processors and spreadsheets, but showed less proficiency with advanced tools such as video conferencing and multimedia authoring. This gap underscores the need for targeted professional development.
The study also emphasized that a teacher’s attitude alone did not guarantee effective technology use. Teachers’ competence must be developed and refined through ongoing training and support. Teachers are pivotal in selecting appropriate tools, assessing students’ technology readiness, and designing activities that align with learners' needs.
Ultimately, Mariscal et al. (2023) advocate strategic training programs to enhance teachers' digital skills, ensuring that technological integration leads to meaningful, student-centered learning. In the 21st-century classroom, the teacher remains the cornerstone of effective technology-driven instruction.
Christine N. Green’s case study (2025), published in The Language and Literacy Spectrum, examines how one experienced first-grade teacher strategically embedded digital tools into her literacy curriculum. The study provides actionable recommendations for educational leaders seeking to support effective, developmentally appropriate technology integration in early childhood classrooms.
The Technological, Pedagogical, and Content Knowledge (TPACK model)
framed the study. The model underscores the diverse expertise required for meaningful technology integration. Success is rooted in the ability to synthesize:
• Content Knowledge, which is the deep understanding of literacy standards and developmental trajectories,
• Pedagogical Knowledge, which is the skillful design of scaffolded, student-centered learning experiences, and
• Technological Knowledge, which is the strategic selection and use of digital platforms that enhance multimodal literacy engagement.
Educational implications for educational leaders would be immersing technology goals into curriculum planning, ensuring digital platforms support literacy standards and developmental needs, and investing in sustained training that promotes reflective practice and collaborative learning communities. Digital application platform selection should prioritize depth over breadth. The study affirmed that teachers are the anchor of effective technology integration. Their expertise, adaptability, and planning transform digital tools into powerful vehicles for literacy development. For educational leaders, the path forward lies in empowering teachers with the knowledge, resources, and autonomy to design learning experiences that are both digitally rich and pedagogically sound.
Looking ahead
Every year, our society progresses towards a more digital world. As technology evolves, it will become increasingly important for parents, educators, and policymakers to focus on developmentally appropriate and meaningful interactions
with technology integration. Professional development and training for teachers is critical. Our focus should be on enriching children’s development through strategic technology integration in the curriculum. Educators will need to use data-driven feedback to ensure that they are providing robust, positive activities that enrich development and not hinder development. By combining technology integration with a deep understanding of children’s development, technology can coexist with vital human interaction that is needed for language development, literacy, and lifelong learning.
Conclusion
Technology is a reality of our society. Students will need to have knowledge of technology tools and skills for using technology to function as global citizens. Educators need to be aware of developmental delays in children from excessive or unsupervised screen time. Technology integration needs to be thoughtfully planned out and embedded into the curriculum. Human interaction is extremely important with technology integration and children’s language development. Research from the 2017 Belfast study and other subsequent studies indicated that when technology is carefully implemented, adhering to children’s developmental process, technology integration can result in gains in literacy, numeracy, and social skills. The success of these integrations depends upon quality professional development being provided to the teacher and the teacher’s pedagogical skills. Educator training, digital literacy, and curriculum alignment are all key components to the successful integration of technology with young children. n
Steve Barnwell is the Director of Technology for Schertz-Cibolo Universal City ISD.
Kim Bowlin is the Assistant Director of Technology Support Services/Purchasing for Cypress-Fairbanks ISD.
Justin Lascsak is the director of technology for Mineral Wells ISD since 2019 LinkedIn: https://www.linkedin. com/in/justin-a-lascsak/
References
Barnes, A. (2025). Does screen time cause developmental delays in toddlers? Expressable. https://www.expressable.com/ learning-center/babies-and-toddlers/ new-research-does-screen-time-causedelayed-development-in-toddlers
National Association for the Education of Young Children (NAEYC) and Fred Rogers Center. (2012).
National Institute on Deafness and Other Communication Disorders. (2022). Speech and language developmental
milestones. U.S. Department of Health and Human Services. Retrieved August 18, 2025, from https://www.nih.gov/ health/speech-and-language
Gray, Colette; Dunn, Jill; Moffett, Pamela; Mitchell, D. (2017). Mobile devices in early learning. Evaluating the use of portable devices to support young children's learning. DOI:10.13140/RG.2.2.15948.82568
Green, Christine N. (2025). Strategic Considerations for Integrating Digital Technology and Literacy Learning,” The Language and Literacy Spectrum Vol. 35: Iss 1, Article 5.
https://digitalcommons.buffalostate.edu/ lls/vol35/iss1/5/
Mariscal, L. L., Albarracín, M. R., Mobo, F. D. & Cutillas, A. L. (2023). Pedagogical Competence Towards Technology-driven instruction on Basic Education. International Journal of Multidisciplinary: Applied Business and Education Research.
4(5), 1567-1580. doi:10.11594/ ijmaber.04.05.18.
Morris, A. J., Filippetti, M. L., & Rigato, S. (2022). The impact of parents’ smartphone use on language development in young children. Child Development Perspectives, 16, 103–109. https://doi.org/10.1111/ cdep.12449
Tulviste, T., & Tulviste, J (2024, September 12). Kids in families with too much screen time struggle with language skills - Frontiers, accessed June 23, 2025, https://www. frontiersin.org/news/2024/09/12/ families-too-much-screen-time-kidsstruggle-language-skills-frontiersdevelopmental-psychology.
Xhani, Dorina; Kulluri, Eliona; Malësia, Megi (2024). Technology Use and Its Effects on the Development of Communication Skills Among Children in Albania. Journal of Social Studies Education Research, 2024:15 (5),148-168.
When science is consistently marginalized, students learn that curiosity and creativity matter less than test performance.
TEACHER PERSPECTIVE
Equity through engagement: giving every child access to the scientist within
by Kristi Leff
Every child is born with the heart of a scientist. From the toddler who drops a spoon from the high chair again and again, to the curious fourth grader who cannot stop asking “why,” the instinct to wonder, test, and discover is universal, but whether or not that spark grows often depends on something outside of a child’s control: how their school chooses to value science.
Across Texas and across the nation, elementary science is too often treated as an afterthought. In many schools, science is reduced to 30 minutes a day, squeezed in after math and reading instruction or pushed aside entirely during testing season. When science curricula are provided, they are too often chosen for cost rather than quality, leaving teachers without the robust, engaging materials their students deserve. Yet, science is the very subject that has the power to transform students’ lives, not only as learners, but as future leaders.
Giving every child access to high-quality science instruction is not just about fairness. It’s about equity.
Science as the great equalizer
When we engage students in hands-on, inquiry-driven science, we unlock pathways that no worksheet or test-prep packet can provide. Students who may struggle with decoding a passage can still design an investigation, measure data, and communicate their findings with pride.
Research shows that inquiry-based science instruction significantly improves outcomes for emergent bilingual students, helping them acquire academic vocabulary and practice meaningful communication in real contexts. Similarly, studies printed in the Journal of Science Education for Students with Disabilities have highlighted that inquiry-based instruction improves content knowledge, confidence, and engagement for students receiving special education services.
For many students, science becomes the place where labels fade and strengths shine.
Science strengthens literacy and math
Strong science instruction isn’t a rival to literacy and math, it is their greatest ally. Every time a student calculates averages from experimental data, they are practicing math. Every time they read informational texts about ecosystems or write a conclusion based on evidence, they are strengthening literacy.
Science is the bridge that makes learning authentic. It is the great integrator, and districts that elevate it are not pulling away from tested subjects. They are investing in their success.
The moment that changed everything
I will never forget a quiet girl in my class who was reading below grade level and rarely participated without prompting. One day, we were investigating force and motion using ramps and toy cars. She measured, graphed, and analyzed her results with precision. When it came time to share findings, she confidently explained the relationship between the ramp height and the car’s distance to her classmates.
In that moment, she was not behind. She was not struggling. She was a scientist. That single moment changed how she saw herself and how her peers saw her, too.
A
call to
action for superintendents
Superintendents, your leadership lays the foundation for your district. You set the priorities, allocate the resources, and cultivate a culture where curiosity, creativity and innovation can flourish. The decisions you
make about schedules, curriculum, and funding send a powerful message about what your district values. When science is consistently marginalized, students learn that curiosity and creativity matter less than test performance.
However, when you protect instructional time for science, invest in high-quality materials, and empower teachers with meaningful professional learning, you are telling every child: Your questions matter, your thinking matters, your future matters.
Bring STEAM back to the forefront
STEAM education must return to the forefront. Our workforce depends on it. Our democracy depends on it. Our students depend on it. The jobs they will hold, many of which do not yet exist, will most likely demand critical thinking, collaboration, and innovation. These are the very skills nurtured in science classrooms when we allow students to experiment, design, and create.
Equity through engagement is not about offering every student the same worksheet. It is about ensuring that every child, regardless of zip code, language, learning profile or cognitive ability has the chance to see themselves as a scientist, an engineer, a problem-solver. When we do, we are not just preparing children for the next test. We are empowering innovators with the tools to explore, discover, and shape a future beyond what we can imagine.
“Somewhere, something incredible is waiting to be known.” — Carl Sagan
Our students are ready. They are curious. They are capable. It is time we give them the access, the experiences, and the encouragement to discover the scientist within. n
Kristi Leff is the 2025 Texas Elementary Teacher of the Year. She is a fifth-grade science and English/language arts teacher at Humphrey’s Highland Elementary in Amarillo, where she has taught since 2015.
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