Night Fishing: Navigating the Changing Legal Landscape
Heather R. Rutland
Feeling like you’re working in the dark? This overview of recent court and commissioner decisions will equip you with the latest judicial interpretations of state and federal statutes governing personnel practices.
Netting the Latest: Federal Legislative and Agency Update
Jennifer A. Powell
The Trump Administration is stocking the tank with plenty of guidance through his executive agencies, and the US Congress continues to legislate about employment. Jennifer Powell will wade you through the current legislative and regulatory waters.
The 89th Legislative Aftermath and Options Regarding TASB’s Policy Updates
Dennis J. Eichelbaum
The Legislative Session left districts with a lot on the line. This session will highlight the HR changes that matter most and offer practical strategies for using TASB policy updates to your advantage.
30 in 60: The Big Catch
Dennis J. Eichelbaum, Holly Boyd Wardell, Jennifer A. Powell, and Heather R. Rutland
This fast-paced session delivers 30 practical tips across a wide range of topics, none worthy of an hour, but all essential to doing your job well and can put to use immediately.
Cutting Bait: Options for Reducing Staff through RIFS, Incentive Agreements, and Additional Tools
Dennis J. Eichelbaum
When it’s time to cut bait, districts need a clear plan. This session will cover RIFs, resignation incentives, and DOI options, along with key legal considerations to help guide workforce reduction decisions.
Casting for Compliance: FMLA and ADA Update
Jennifer A. Powell
Jennifer Powell will update you on the latest developments under the FMLA and ADA to help you avoid finding yourself on the hook for leave and accommodations issues.
Don’t Take the Bait: Navigating Employee Grievances Without Getting Hooked
Holly Boyd Wardell and Tyler P. Ezell
With new legislative requirements shaping how Texas public schools must handle employee grievances, even a routine complaint can carry added legal risk. This session helps HR professionals navigate updated laws and procedures with confidence—ensuring compliance while avoiding missteps that could reel the district into trouble.
When There’s a Catch: Reporting Educator Misconduct and What Happens Next
Andrea L. Mooney
When concerns about educator misconduct arise, districts have clear obligations to report to TEA—but what happens after the report is submitted? This session will walk through reporting requirements, timelines, and common pitfalls, and provide insight into how allegations are reviewed once they reach TEA’s portal.
Keeping it Reel: A Practical Guide to Successful Onboarding
Heather R. Rutland
Learn what’s legally required, what’s best practice, and what’s on your lawyer’s wish list when hiring new employees.
CELEBRATING 60 YEARS OF TASPA
HONORING THE PAST. SUPPORTING THE PRESENT. SHAPING THE FUTURE.
For 60 years, the Texas Association of School Personnel Administrators (TASPA) has served as a trusted voice and professional home for school human resources leaders across Texas. Since its founding in 1966, TASPA has remained committed to supporting the individuals who serve behind the scenes to recruit, retain, develop, and support the educators and staff who make public education possible. From a small network of personnel administrators to a statewide organization representing HR professionals across Texas, TASPA’s history is rooted in leadership, collaboration, advocacy, and service.
Over the decades, TASPA has evolved alongside public education itself. As school districts have grown and the responsibilities of HR professionals have expanded, TASPA has remained a consistent source of guidance, professional development, legislative awareness, and peer connection. Through changing educational landscapes, economic shifts, legislative reforms, staffing shortages, certification challenges, and growing student needs, TASPA members have continually adapted while remaining focused on one central mission: supporting Texas school districts and the people who serve students every day.
The organization’s legacy is reflected in the many leaders who have guided TASPA throughout its history. Beginning with Elmer Hinkel of Spring Branch ISD, who served as TASPA’s first president in 1966, the association has been led by dedicated professionals from districts
across the state. Leaders representing communities both large and small— from Houston ISD and Dallas ISD to Hereford ISD and Gilmer ISD—have helped shape TASPA into the respected organization it is today. TASPA’s growth and long-term success were also strengthened through the leadership of Barry Nettles, who served as the association’s first Executive Director. His vision, commitment, and dedication helped establish a strong operational foundation for the organization, supporting its expansion and enhancing its ability to serve members across Texas. The leadership traditions established by TASPA’s presidents, executive directors, and volunteers continue to influence the organization today.
TASPA’s commitment to public education extends beyond supporting current HR professionals. Through its scholarship program, the association has invested in future generations of educators by awarding scholarships to undergraduate students pursuing careers in education. These scholarships reflect TASPA’s belief that strong schools begin with strong people and demonstrate the organization’s dedication to encouraging talented individuals to enter the teaching profession. By supporting aspiring educators, TASPA contributes to the longterm strength of Texas public schools and helps address the workforce needs of the future.
In addition to supporting future educators, TASPA has recognized countless professionals for their leadership and service to the field of school human resources. Through honors such as the TASPA Honorary Member Recognition, the Personnel Administrator of the Year Award, and the Distinguished Service Award, the organization has celebrated individuals whose work has left a lasting impact on Texas public education. These recognitions reflect not only professional excellence, but also the spirit of mentorship, innovation, and servant leadership that defines TASPA.
Throughout the years, TASPA has become more than a professional organization— it has become a community. Members
consistently describe TASPA as a place where relationships are built, ideas are shared, and support is always available. Whether through annual conferences, regional meetings, certification workshops, legislative updates, or networking opportunities, TASPA has helped generations of HR professionals navigate the ever-changing challenges of public education. For many members, TASPA has served as both a professional resource and a lifelong network of peers and friends.
As TASPA celebrates its 60th anniversary, the organization also recognizes the significant changes shaping the future of education and human resources. School districts across Texas continue to face challenges involving staffing shortages, employee retention, mental health concerns, compliance requirements, educator certification pathways, and evolving legislative expectations. The role of school HR professionals has never been more important. TASPA remains committed to equipping its members with the tools, knowledge, and advocacy needed to meet these challenges headon while continuing to support the students, educators, and communities they serve.
Today’s TASPA reflects the vision and dedication of those who came before while embracing the opportunities ahead. The organization continues to grow through the involvement of passionate leaders, emerging professionals, and long-standing members who share a common commitment to strengthening Texas public education through effective human resources leadership.
As we look back on six decades of service, leadership, and progress, we also look ahead with gratitude and optimism. TASPA’s story is one of resilience, collaboration, and purpose—and the next chapter is still being written.
Here’s to 60 years of TASPA and to the many leaders, members, and partners who have helped shape the organization into what it is today. The work continues, and the future remains bright.
Providing strategic guidance, training, research, and insights that deliver value to our clients and enhance education for all stakeholders
Policy Development
Leadership Development
Strategic Consulting
Academic Accountability
ABOUT US
STRIVE Public Policy Resources, LLC is a consulting firm, based in Austin, Texas, that operates in a broad education space, with the capacity and expertise to expand into other areas of policy and practice. Our team has successfully navigated the education landscape in Texas for more than 40 years.
TEXAS SCHOOL BOND RESULTS
The Road Ahead
ABIGAYLE HECKER
STRIVE Public Policy Resources
With trustee races, competitive run-offs, and primaries unfolding across the country, May becomes an important time to observe how local and state legislative priorities are being shaped within Texas. Recent bond election results are also drawing attention. With school districts continuing to see high passage rates at the polls, stakeholders are bracing for a renewed push to restructure the bond election process.
Dallas ISD made history, passing the largest school bond in Texas history. The $6.2 billion bond included four props all earning over 71% of the vote at the polls:
• Prop A (5.9 billion): Funds 26 new replacement campuses, provides district-wide renovations, invests in school security and transportation.
• Prop B (144.7 million): Funds
technology upgrades
• Prop C (143.3 million): Debt service refinancing
• Prop D (26.3 million): Funds district pool facilities
Across Texas $12.37 billion was on the ballot in school bonds and $11.19 billion reached approval. The results showed a 77.4% success rate with 96 out of the 124 propositions passing. Along with Dallas, a few notable bond initiatives include:
Failures: Pilot Point ISD ($295M), Sharyland ISD ($250M), Hereford ISD ($150M), La Grange ISD ($90M), Sanger ISD ($68M), Coldspring-Oakhurst CISD ($50M), Liberty ISD ($26M), Keene ISD ($25M), Hico ISD ($22.1M), Alba-Golden ISD ($20.6M), City View ISD ($19.8M)
INTERIM AND SESSION IMPLICATIONS
This historical bond passage has played out while lawmakers set priorities for the 90th Legislative Session. With the Senate releasing its second round of interim charges and the House its first, the monitoring of school finance and property tax increases remain on
the mind of members. Language from interim charges include:
• “Examine Texas property taxes, focusing on homeowners’ school property taxes. Make recommendations to cut Texans’ property taxes by increasing the homestead exemption for all homesteads.” (Senate Local Government Committee)
• Monitor “HB 103, relating to the creation and maintenance of a database of taxing unit bond, tax, and bond-related project information.” (House Ways and Means Committee)
• “Study and consider methods to build on the property tax relief provided by the 89th Legislature.” (House Ways and Means Committee)
• “Examine local government spending and debt practices, including the use of certificates of obligation, to determine the overall impact on property tax rates.” (House Ways and Means Committee)
• Monitor “HB 3526, relating to fiscal transparency for bonds issued by local governmental entities.” (House Pension, Investments, and Financial Services)
While many school administrators view bond passage as communities championing their local ISDs, critics of property tax increases and large local government spending point to these packages as evidence that increased monitoring and restrictions are needed. Efforts to restructure bond elections have gained traction in the legislature in recent sessions:
• 86th Legislature (HB 477): Made two major strides in ballot restructuring, requiring the phrase “THIS IS A PROPERTY TAX INCREASE” to appear on every school bond ballot and mandating certain projects be listed as separate propositions rather than bundles.
• 87th Legislature (2d C.S) (SB 1): Restricted bond elections to uniform election dates only.
Although it has yet to pass both chambers, the “two-thirds” debate has resurfaced in multiple sessions and gained significant momentum in the 89th Legislature. Pointing to low turnout in school bond elections, several lawmakers continue to call for a 60% or two-thirds super majority requirement for school bond passage. Had such a threshold been implemented for the May 2026 elections, the outcomes would have been significantly different. With 60% threshold districts would have seen a 50.8% success rate (63 of 124 propositions). Under a twothirds threshold the success rate would have dropped to 37.9% (47 of 124 propositions).
For districts considering future bond elections, this threshold debate could reshape what it means to run a campaign, engage your community, and find success at the polls. STRIVE PPR is keeping an eye on continued discussion following these historic bond passages and will be monitoring implications for districts.
Enhancing Student Achievement
K-12 Substitute Talent & Management Solution
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Senior Vice President of Business Development FBentsen@ESS.com | 832.244.5015 | ESS.com
K-12 Live Online Instruction
Gain access to the best livestreamed certified teachers and case managers to fill vacancies quickly. In accordance with SB 569, we also help districts design, staff, and launch virtual programs that last. Proximity Learning connects all learners with the expert teachers they deserve.
Gilmer Green Director of Texas School Partnerships GGreen@ProxLearn.com 512.909.3480 | ProxLearn.com
TITLE IX LIBRARY
Equip your district with the essential tools and knowledge to effectively manage Title IX claims, investigations, and documentation. Stay compliant with the latest regulations.
FORMS
WHAT’S INSIDE THE LIBRARY?
• Fillable PDF forms designed to assist in all phases of handling a Title IX claim from intake to appeal.
• Comprehensive flow chart outlining the process for reports, complaints, investigations, and appeals.
TRAINING VIDEOS
• Training for Title IX Coordinators, district administrators and all district staff.
• Videos can be accessed throughout the year for new hires.
EFFECTIVE EMPLOYEE DOCUMENTATION: A PRIMER
HEATHER R. RUTLAND, SHAREHOLDER
“DOCUMENT! DOCUMENT! DOCUMENT!”
You have heard it a million times. You have probably said it a million times. But what and how to document are routinely omitted from this adage, leaving administrators struggling to create useful employee records.
Documentation is, at its most fundamental level, written communication, and when employees are the recipients, an administrator must be sure that the document communicates the intended information to the staff member. This is especially important when the letter or memo or reprimand comes as part of a meeting
where the employee may (or may not) have heard what you were saying. Whether you are meeting to break bad news or tell difficult truths (or it’s just stressful being in the supervisor’s office), you have to anticipate that the employee will only hear—and recall correctly—every third word you utter. That is where you follow up with the documentation as it gives a concrete and tangible statement of your concerns or findings and the impact to the employee. For those tough conversations where employees become especially emotional or irrational, it is important to have written down your concerns and future expectations. We have all been in meetings that did not go as planned, and not only does the document give
the employee the clarity that might have been missing from your discussion, but it was also created when you were not across from a sobbing (or screaming) subordinate.
Not every concern requires a written letter or memo following up, but if you have found yourself having the same conversation with an employee but not seeing your verbal directives have an impact, it’s time to reduce your concerns to writing and make it a part of the employee’s file. It can feel like anything in writing is especially harsh, but the hope is that the documentation will address the issue and provide the employee with the support and guidance to prevent recurrence. The reality is also that as
school administrators, we don’t always know in September what will still be a concern in March, so resist the urge to keep having informal conferences, and instead put pen to paper.
TIMELINESS
It is critical that you are timely with your documentation—the closer in time to the employee’s conduct, the better. If you wait too long, you risk missing the window to help the employee grow and improve. When feedback is too attenuated from the behavior, the feedback loses its impact. You also risk questions about your actions as a leader. E.g., if there was a problem, why did you wait to respond? Also problematic is that by waiting to draft your reprimand, you have left the district open to claims of retaliation. Invariably, the employee will have made a complaint, said something to a colleague, or voiced an unpopular opinion between the time of the conduct and your delayed write-up, making the write-up look like potential retaliation. Even if the retaliation claims go nowhere, save yourself and your employer the headache of defending against such allegations and put any reprimands or directives in writing within ten days of the conduct.
STRUCTURE FOR REPRIMANDS/DIRECTIVES
Follow this outline for your documentation to be sure you have checked all the boxes.
1. Describe the conduct, including any exact language used, in sufficient detail. The employee, and any trustee or future hearing examiner, will need to know what actually occurred. The date and place of the conduct should be noted, and if there are a series of events, they should be described chronologically.
2. Remind the employee about the time(s) you have already addressed this issue. If you have pulled them aside between classes, you should note the day that this verbal exchange occurred and what you instructed the employee to do at that time. If this is a formal letter that follows an email, note the email and
summarize its contents. Employees have shockingly bad memories, so detailing earlier discussions and attempts to address the conduct is important and can prevent an employee from claiming that this is the first time they have heard there is an issue.
3. After describing the conduct and your attempts to address it short of a written reprimand, you want to help the employee understand why their conduct is a problem. What is the policy or handbook provision being violated? Why do we have that provision? Resist the urge to simply cite the violation--flesh out the reason behind the rule (example: “Your failure to report to campus on time violates the Employee Handbook, and when you are not in class and ready to teach at the bell, the students are missing valuable instruction.”).
4. Spend some time thinking about what supports this employee might need to help them correct the issue and offer it next in the document. Some view this as the “punishment” portion, but the chief goal of documentation is to correct the problem, and this is where you give the employee the tools necessary to do a better job. If working with an instructional coach would give this employee the skills they are missing, direct them to meet with the coach daily/weekly, etc. If the employee struggles with classroom management, perhaps direct them to shadow a more experienced or effective teacher. If the employee has violated FERPA, they could be directed to participate in an online training module.
5. Finally, be very clear on your expectations going forward. Use the words, “I direct you to…” An astonishing number of employees claim they did not realize the letter was a directive because the word “direct” was not used. Also be careful in your directive language. For instance, “I direct you to cease criticizing your colleagues” may be what needs to happen, but it is a very broad instruction. Who, exactly, are these colleagues? Are you
saying that the employee cannot go home and gripe to their spouse? A better directive—and one less likely to infringe on an employee’s First Amendment Rights—would be “I direct you to bring all concerns about a fellow teacher to your campus principal, and to do so outside the earshot of other staff or students.”
6. As you conclude, strike a hopeful but firm tone. We want this to be the end of the discussion on this conduct and feel that with the supportive measures outlined the employee should be successful. We must also prepare for the alternative, however. Resist the temptation to get fancy or use scary threatening language here—chances are that the last sentence is what will resonate most with the employee. If you invoke possibilities of termination when you are not authorized to terminate an employee, that can backfire and leave the employee convinced that they are losing their job when that is not your intent at all. A simple statement along the lines of: “Failure to follow these directives will result in further disciplinary action” is sufficient to place the employee on notice that there will be consequences for continued misconduct.
AREAS TO AVOID
This letter or memo should be concise and written plainly (hopefully not longer than a single page) and should avoid commenting on things other than the conduct at issue. Take care to avoid references to employee grievances or complaints, employee health or family circumstances, and issues with employee’s leave. Your documentation must always be professional and objective, even if the employee’s conduct has been anything but.
PRO TIP
Use spell check and grammar check— there is no excuse these days to have typos. Typos undermine your credibility and the credibility of your district as a source of quality education. If you don’t know the correct use of there, their, and they’re, it is hard to tout your instructional credentials.
• Certification Essentials
• Documentation Basics
• Maintaining Service Records
• Qualifying a Special Education Teacher
• Personnel Skills –Supervisors of Auxiliary Staff Contact Kathy Cervantez to Schedule a Workshop Today!
kcervantez@taspa.org
• Certification Essentials is a comprehensive, interactive workshop designed for both new and experienced school personnel seeking a thorough understanding of educator certification in Texas.
• Documentation Basics provides basic documentation training based on The Documentation Handbook.
• Maintaining Service Records will provide you with the tools and knowledge needed to determine eligibility for creditable service, learn best practices for maintaining service records, accurately complete the FIN-115 form, and properly calculate service credit.
• Qualifying a Special Education Teacher provides an in-depth overview of the Texas Administrative Code (TAC), Chapter 231 Special Education certification requirement, the new Texas Content Competency Worksheet, and the qualifications and options for unqualified special education teachers.
• Personnel Skills topics include learning effective hiring and interviewing skills, personnel management, conflict resolution, supervising a multi-generational workforce, and appropriate social media usage.
All workshops are 3 hours in length. Certification Essentials, Maintaining Service Records, Qualifying a Special Education Teacher, and Personnel Skills are $150 for members of TASPA and $185 for nonmembers. Documentation is $200 for members and $235 for non-members.
ADDRESSING EMPLOYEE
HARASSMENT v. CONFLICT
BOLA IBIDAPO
Walsh Gallegos Kyle Robinson & De Los Santos P.C.
Sometimes it is a fine line between when an employee is outcrying harassment that is protected under law or some type of conflict that just won’t go away. Figuring out what an employee is really alleging requires active listening and sometimes a little investigation. This article addresses how a school district can respond to scenarios of harassment or conflict that an employee is having with:
1. Another employee
2. A student
3. Or more complicated…the general public or world wide web.
FIRST: IS IT HARASSMENT PROJECTED UNDER THE LAW?
As a reminder, a school district has an affirmative duty, under Title VII of the Civil Rights Act of 1964,to maintain a working environment for employees, free of harassment on the basis of sex, race, color, religion, and national origin. A district must respond to harassing conduct by other employees and nonemployees (including parents and students) when it has knowledge that the harassment is taking place:
• With respect to conduct between fellow employees, an employer is responsible for acts of harassment where the employer, its agents, or supervisory employees, knows or should have known of the conduct, unless the employer can show that it took immediate and appropriate corrective action. See 29 CFR § 1606.8(d).
• An employer may also be responsible for the acts of nonemployees with respect to harassment of employees when the employer knows or should have known of the conductand fails to take immediate and appropriate corrective action. Factors considered include the extent of the employer’s control and any other legal responsibility which the employer may have with respect to the conduct of such non-employees. See 29 CFR § 1606.8(e)
A district also has a way to respond to harassment by a student against an employee. The Texas Education Code provides that “a student may be
removed from class or placed in DAEP if the student engages in conduct that contains the elements of the offense of harassment under Section 42.07 of the Texas Penal Code, against an employee of the school district. ”
See Texas Education Code §37.006(2) (G). Additionally, after the Texas 89th Legislative Session, teacher can request the removal of a student for demonstrates behavior that is unruly, disruptive, or abusive toward the teacher or adult, even after one single incident. See TEC §37.002(b)(2),(b-3).
A school district must also protect an employee from a hostile environment by taking some action once a harassment is reported. An employee can show that a district failed in protecting an employee if: 1) the employee is a member of a protected class (such as race, gender, nationality, origin or disability), 2) they suffered unwelcome harassment, 3) the harassment was based on their membership in a protected class, 4) the harassment affected a term, condition, or privilege of Page 1 of 3employment; and 5) the school district knew or should have known about the harassment and failed to take prompt remedial action.
In Wantou v. Wal-Mart, an employee, who was a black man from West Africa, alleged that his Caucasian co-workers called him a “chimp” and ”monkey”, mocked his accent in front of customers and made his job more difficult by refusing to talk to him. Wantou reported these behaviors to his employer, Walmart. The Fifth Circuit held that Walmart was not responsible for the hostile environment because Wal-Mart investigated and addressed the conduct with the pharmacy employees and Wantou provided no evidence that the harassment continued after Wal-Mart’s action, nor that Wal-Mart was aware of continued harassment. See Wantou v. Wal-Mart Stores Texas, L.L.C., 23 F.4th 422 (5th Cir. 2022). The main take way is…what does the District know about an harassment against an employee and most importantly…how did the District respond and document its response?
SECOND: ADDRESSING CONFLICT
But what about regular ol’ conflict (issues an employee may have with another employee, parent, or student, but not otherwise classified as prohibited harassment under the law)? There are no policies or statutes that protect an employee from pure conflict and a district would not be obligated to investigate. However, a school district may still want to investigate an issue to ensure employee safety, maintain a professional and respectful workplace, reinforce District and campus administration expectations, ensure appropriate role modelling for students and other staff members and maintain campus productivity. Here are ways to respond to conflict depending on who is on the other side of the employee conflict:
1. Conflict: Employee v. Employee
a. Hold a conference with the conflicting employees to provide mediation & space for dialogue.
b. Issue written reprimand and directives to the employee creating the conflict. Written directives can include stay away agreements (except to conduct school business), reiteration of expectations for contributing to positive work environment,
reminder of job roles and duties and banning the use of school email and school devices for nonschool related matter.
c. At any time, a school district can remind employees of the District’s grievance process under DGBA. NOTE: A school district should fully review any grievance complaints/allegations carefully to determine whether Board Policy DIA (LOCAL) applies and if an investigation under DIA for discrimination, harassment or relationship needs to be conducted.
d. Termination or nonrenewal of an employee could also be a potential remedial action to ongoing conflict. The Commissioner of Education has repeatedly held that failure to maintain good rapport with colleagues (in conjunction with other issues) is good cause for termination.
2. Conflict Between Employees & Students
a. A school district should evaluate if the employee-student conflict is impeding on the employee’s ability to carry out their duties and whether it is affecting the student’s education. If so, the school district should consider remedial steps.
b. Potential resolutions may include: mediated parent/ student-teacher conference,class schedule change if the student is being taught by the employee and the enforcement of a stayaway agreement.
c. Depending on the student conduct, the school district may evaluate discipline under Chapter 37 of the Texas Education Code or the district’s student of code of conduct.
d. Major Reminder: Documentation of all discussions and actions taken regarding employee-student conflict should be kept in case of any future grievance or complaint.
3. Conflict Between Employees & Public (Parents, Community and Internet)
Addressing conflict that stems from persons out of school walls can be tricky—whether its parents, the general public or the numerous comments flooding a District or employee’s social media page. Most of the difficulty stems from the lack of control a district has over these groups and the First Amendment protections extended to the general public. Additionally, a District cannot take certain actions on behalf of an employee, such as a civil action for defamation. Nevertheless, here are recommendations on how a school district can still protect and honor its employees.
a. Safety Procedures: If an employee has expressed safety concerns, a school district can create or share its internal procedure for employees to report, and district to track, threatening social media posts.
b. Refusal of Entry or Ban to Campus: A person who has made alarming threats to a school employee may be ejected from premises under Board Policy GKA(LOCAL) and Texas Education Code 37.105. After the Texas 89th Legislative Session, a District does not need to provide a warning to a spectator at a sporting event before ejecting that person from school property. See §37.105(a1).
c. Make a Statement: A school district can consider publishing a public stance on honoring the safety of your school employees through some type of written communication (social media post, press release, etc.).
Harassment and conflict involving an employee is rarely straightforward and how a school district responds depends on the facts surrounding the employee’s issue. A school district should take the time to read between the lines of what an employee is reporting and take the next best steps regarding investigation and remedial action, if necessary.
THE CREDIT UNION FOR SCHOOL EMPLOYEES
Providing More Benefits to School District Employees
Hey, school leaders! Attract, Engage, Grow, and Retain Great People. It’s that simple.
Most HR platforms weren’t designed for schools, they were adapted. Red Rover was created for the way districts actually work, with five purpose-built solutions that are natively integrated. No workarounds. No disconnected systems. Just modern HCM designed specifically for K–12 from the ground up.
One unified system for your K-12 school workforce.
Red Rover is not just a collection of tools it's a purpose-built, cohesive, and modern human capital management platform intentionally designed to work as one. Nuilt from the ground up for q-BK, and in close collaboration with school districts, our platform has grown organically to meet a clear and increasing need1 unified solutions that eliminate fragmentation and administrative burden. 2hrough continuous feedback and refinement, we evolve our solutions to meet the challenges of today while anticipating those of tomorrow.
Natasha Drumgoole is an experienced educational leader and human resources professional dedicated to building strong, supportive systems for students and staff. With a background that spans campus leadership and district-level administration, she brings a comprehensive understanding of how effective staffing, employee relations, and leadership development directly impact student success.
Natasha began her career in education as a educator and later served as a bilingual campus principal, where she developed a deep commitment to equity, multilingual education, and cultivating inclusive school environments. Her leadership at the campus level was marked by a focus on instructional excellence, staff development, and meaningful community engagement.
Transitioning to district leadership, Natasha has served in human resources roles with increasing responsibility, including her current position as Director of Human Resources. In this role, she oversees
employee relations and staffing across twenty-two campuses, supports workforce development initiatives, and plays a key role in innovative programs such as teacher apprenticeship pathways. She is known for her ability to balance strategic vision with practical implementation, ensuring that systems are both people-centered and results-driven.
Natasha is passionate about developing future educators, strengthening organizational culture, and creating opportunities for growth at every level of the education system. Her work reflects a commitment to service, collaboration, and continuous improvement in support of thriving school communities.
Like other districts in Texas, her district is experiencing enrollment shifts, and in many cases declines. Enrollment is no longer uniformly growing. Since student enrollment is tied to staffing, staffing has become a balancing act. Her district works largely through a surplus process, reassigning FTE’s across campuses.
Advice she would give to anyone new to HR: listen first. Take the time to truly understand people, processes, and the context behind each situation. Be open to learning— HR is constantly evolving, and no two situations are ever exactly the same. Ask questions as often as you need; clarity is critical in making sound
decisions and building confidence in your role.
Most importantly, remember that you will encounter a wide range of complex and sometimes challenging situations. Don’t take things personally. Maintain professionalism, stay grounded, set some personal boundaries regarding family and work time, and give yourself time to recharge when needed—HR work can be demanding, and taking care of yourself ensures you can continue to show up effectively for others.
Natasha will be transitioning to Manor ISD on June 2 as their new Executive Director of HR. Congratulations to you Natasha!
NEW MEMBER SPOTLIGHT
KACEE GREEN
Human Resources Manager Employee Benefits
Belton ISD
ABOUT ME
Kacee Green is a passionate Human Resources professional who recently returned to Belton ISD, where she currently serves as the Employee Benefits Manager. She was previously employed at Belton ISD from 2008 to 2015 before spending the next 10 years as the Employee Benefits Manager at the University of Mary Hardin–Baylor. Kacee is a proud graduate of Central Texas A&M and holds both the HRCI-PHR and SHRM-CP certifications.
DISTRICT SIZE
Belton ISD serves a growing student enrollment of more than 13,000 students.
DISTRICT CHALLENGES
Some of the primary challenges currently facing the district include retaining staff, managing the increasing number of FMLA requests, and addressing the ongoing mental health crisis affecting employees, students, and the broader community.
HOW I HOPE TASPA WILL BENEFIT ME IN MY CURRENT ROLE
Kacee hopes TASPA will help reintroduce her to the K–12 environment while providing valuable tools, professional resources, and opportunities to build meaningful connections with fellow HR professionals across the state.
ADVOCACY COMMITTEE UPDATE
MAX FLORES
Chief Human Resources Officer
New Braunfels ISD
TASPA
CAPITOL DAY RECAP
March 25, 2026 | Texas Capitol
TASPA leaders and members joined at the Texas Capitol for an impactful day of advocacy, collaboration, and dialogue with legislative offices and education policy leaders. Representing HR professionals and educators across Texas, the group engaged in meaningful conversations focused on strengthening public education and supporting the workforce behind it.
LEGISLATIVE & POLICY ENGAGEMENTS
During Capitol Day, TASPA representatives met with key legislative offices and education policy staff, including:
• House Public Education Committee – Jack Reed, Committee Director
• Speaker’s Office – Sarah Harrington, Education Policy
• Lt. Governor’s Office – Chris Duke, Education Policy Advisor
These meetings provided an opportunity to elevate the voice of Texas school HR professionals and share real-world challenges impacting districts statewide.
TASPA REPRESENTATION
TASPA was proudly represented by a strong and diverse group of leaders, including:
• Chris Bailey, TASPA President (Abilene ISD)
• Max Flores, TASPA Advocacy Liaison (New Braunfels ISD)
Across all meetings, several critical issues consistently emerged:
• Funding Reform: The need to transition toward enrollmentbased funding models
• Teacher Certification: Reducing barriers and improving pathways into the profession
• Educator Pipeline: Addressing declining enrollment in colleges of education
• Student Discipline: Increasing
flexibility and support for districts to manage campus needs
These priorities directly impact districts’ ability to recruit, retain, and support high-quality educators.
Additionally, TASPA leaders discussed concerns stemming from changes made during the 89th Legislative Session, including new educator misconduct reporting timelines and the unintended operational challenges districts are experiencing as a result. Legislative offices were receptive to feedback and expressed interest in revisiting aspects of the legislation while maintaining the importance of educator accountability and student safety.
Conversations also emphasized the importance of flexible staffing models, increased public school funding, targeted support for special education teachers and classrooms, and continued investment in strengthening the teacher pipeline across Texas.
VOICES FROM THE CAPITOL
“Every voice matters…the staffers appeared to be authentically engaged in their conversations with TASPA…
As an organization, we’ve done our due diligence by bringing forth our concerns and communicating our willingness to
partner with our elected officials in solving these issues.”
— Dr. Tyrone Sylvester, TASPA Board Secretary
“My time at the Capitol reinforced several key priorities impacting districts across Texas…
These discussions highlight the importance of continued advocacy to ensure policies align with the realities districts face in recruiting, retaining, and supporting educators.”
— Felecia M. Phillips, NCTASPA President
“The legislative offices were highly receptive to our input and key priority areas, including concerns related to changes from the 89th Legislative Session. Several offices indicated a willingness to revisit legislation, such as the new reporting timelines, to reinforce the importance of reporting misconduct while addressing unintended consequences these changes have created for districts.
In addition, legislative staff proactively engaged in discussions around our priorities, particularly public school funding, demonstrating a genuine interest in gaining a deeper understanding of the challenges districts face. While there is awareness of these issues, it remains important that we continue to use our collective voice to educate and advocate.”
— Max Flores, TASPA Advocacy Liaison
LOOKING AHEAD
TASPA remains committed to advocating for policies that reflect the real needs of Texas school districts. Capitol Day 2026 reaffirmed the importance of a unified voice—and the impact of showing up, speaking out, and building partnerships with policymakers. Moving forward, TASPA will continue emphasizing priorities such as increased public school funding, flexible staffing models, strengthened support for special education, and initiatives that help recruit, develop, and retain high-quality educators across Texas.
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Lead Today. Transform Tomorrow!
TASPA’s mission is to be a leader in education by supporting and advocating for our membership and the students they serve.
We enhance membership value through new benefits, partnerships, and increased engagement.TASPA is a recognized leader and provides high-quality and relevant professional development for the PK-12 HR profession.
We invite you to be a part of TASPA. Join or renew for 2026!
