Issuu

VOLUME 52 • ISSUE 3 SEPTEMBER 2026

THE

ADMINISTRATOR

TABLE OF CONTENTS Executive Viewpoint • P. 3

Dr. Megan Duncan highlights the often invisible work that goes into guiding a successful school year.

THE MOST IMPORTANT PERSON IN THE CLASSROOM Dr. Jason Reeves examines what administrators can do to ensure teachers are supported.

Learning Lab • P. 4

Executive Viewpoint

President’s Perspective

INVISIBLE MAGIC

Page 3

Page 5

Asked & Answered • P. 4

President’s Perspective • P. 5 Administrator Spotlight • P. 7 Arkansas Advantage • P. 9

ADMINISTRATOR SPOTLIGHT: MISTY DOYLE In the Spotlight this month is Misty Doyle, Superintendent for the Jonesboro School District. Page 7

Instructional Insights • P. 12 CoSN • P. 12 Upcoming Events • P. 13 Publication Sneak Peek • P. 15 Job Openings • P. 17

AAEA Staff Dr. Megan Duncan Executive Director m.duncan@theaaea.org Dr. Karla Neathery Assistant Executive Director k.neathery@theaaea.org Sarah Jerry Director of Professional Development s.jerry@theaaea.org

September ASPMA Conference & CFD Classes, September 14-16, 2026 Hot Springs Convention Center AAFC Fall Conference, September 16-18, 2026 Hot Springs Convention Center

Siri Briggler Professional Development Coordinator s.briggler@theaaea.org

ArkASPA Fall Conference, September 29, 2026 Wyndham Riverfront, NLR

Sharon Chuculate Fiscal Services Coordinator s.chuculate@theaaea.org

October

Sheila White Bookkeeper s.white@theaaea.org

AAGEA New Coordinator Workshop, October 7, 2026 Benton Event Center AAGEA Conference, October 8, 2026 Benton Event Center

Alyse Mattox Communications & Technology Specialist a.mattox@theaaea.org

CASBO Certification Classes, October 21-22, 2026 UCA Brewer-Hegeman Conference Center

Melanie Thrasher Business Analyst m.thrasher@theaaea.org

AACTEA Fall Conference, October 29, 2026 UACCM, Morrilton

Molly Franxman Administrative Assistant m.franxman@theaaea.org

November

Mike Mertens Consultant m.mertens@theaaea.org Lenett Thrasher Consultant l.thrasher@theaaea.org

2026 Calendar of Events

AAEA Fall Conference, November 10, 2026 Benton Event Center

For more information, visit theaaea.org/events.

2026-2027 AAEA Board of Directors Dr. Jason Reeves AAEA President Assistant Superintendent, Alma

Dr. Jared Cleveland AAEA President-Elect Superintendent, Springdale

Stephanie DeFoor AAEA Secretary Elementary Principal, Greenbrier

Dr. Jeremy Owoh AASA President Superintendent, Jacksonville North Pulaski

Dr. Karen Walters AASA President-Elect Superintendent, Bryant

Gary Williams AASA Secretary Superintendent, White Hall

Carise Echols AAESP President-Elect Elementary Principal, Conway Jason Selig AASSP Past President Director of Instruction, Lake Hamilton Pam McCammon AASBO Past President Chief Financial Officer, Greenbrier Crystal Fluker AAMLA President Junior High School Assistant Principal, Brookland Shawn Burgess ArkASPA President Chief of HR/Compliance Officer, Little Rock

Charles Nelson AASSP President Junior High School Principal, Greene County Tech Jennifer Turner Amy Robson AACTEA President AAFC President CTE Coordinator, Guy Fenter Federal Program Coordinator, Educational Cooperative Flippin Kelli Gordon Dr. Kelli Martin AASEA President AACIA President Special Education Director, Deputy Superintendent, Conway Greenbrier Raymond Reynolds Cedric Hawkins ASPMA President (until Sept) ASPMA President (begin Sept) Maintenance/Facilities Deputy Superintendent, West Supervisor, Searcy Memphis Betsy Laughter AAESP Past President Elementary Principal, Marion

Charles Warren AAEA Past President Chief Financial Officer, Fort Smith Shavon Jackson AAESP President Elementary Principal, Russellville Pam Dean AASSP President-Elect High School Principal, Stuttgart Carol Longino AASBO President Chief Financial Officer, Magnolia Valerie King AAGEA President Director of Gifted Programs, Siloam Springs Darrell Parks TEL-AR President Technology Director, Hoxie

Dr. Megan Duncan AAEA Executive Director

2026 AAEA Corporate Sponsors Elite

American Fidelity Assurance Co. Coryell Roofing and Construction NIET - National Institute for Excellence in Teaching TIPS The Interlocal Purchasing System

Presidential

Curriculum Associates Educational Benefits Solution Tree

Prestigious

Renaissance Learning Stephens

Distinguished

ABCover Arkansas Army National Guard Apptegy Bailey Education Group Bark Capturing Kids’ Hearts Colleges of Education & Health Professions - UofA Goblins Lifetouch National School Studios

Distinguished (continued)

Modern Classrooms Project Nabholz | Entegrity Energy Partners Red Rover

Diamond

Baldwin & Shell First Security Beardsley Imagine Learning Lexia Learning OnToCollege The Kirkland Group

Platinum

AAMSCO Architecture Plus C.R. Crawford Construction Goalbook Hight Jackson Associates PA HMH | NWEA Just Right Reader Legacy Construction Management Phoenix Contractors Polk Stanley Wilcox Architects Powers of Arkansas Pro Service Builders Progressive Technologies

Platinum (continued) SEAS Education

Gold

CDI Contractors Cromwell Architects Engineers Cynergy Rehab Group ESS IXL Learning Kids First Education Kinco Constructors Middleton Heat and Air Paragon Architecture Pearson Reach University Sibme WER Architects White River Services and Solutions

Silver

American Bus Sales EDT Solutions LLC French Architects, PA K12 Tutoring Staying Home Corporation Strategos Group

Executive Viewpoint Dr. Megan Duncan, AAEA Executive Director

INVISIBLE MAGIC The work of preparing for children to return is rarely seen. It is magic. There is a particular kind of energy in the air when children return to school each fall. The smell of new crayons, the sound of buses running, and the sight of parents and children peeking into classrooms for the first time reminds us that these classrooms will become their child’s second home. For many of us who have spent years in school buildings, this season carries both nostalgia and a renewed sense of purpose. Like the Earth, Wind, and Fire song states, “The bell was ringin', Our souls were singin', Do you remember never a cloudy day?” September reminds us why we do this work for children. It’s more than a job. It’s more than a system. It’s a calling. The sense of purpose matters because children need us now more than ever. Legislation moves quickly, budgets tighten, and the pace of our work rarely slows. The pace of this work reminds each of us to reconnect with our purpose. Amid the goal to reach high academic standards, new mandates, and expectations, one thing remains consistent: we are each here for children. We are here to welcome them, challenge them, and help them. We are preparing them for a world that needs their voice, their creativity, and their courage. Every bus route scheduled, every classroom arranged, every policy updated is ultimately in service of a child’s learning and growth. That is the heart of public education. Sometimes, in the rush of the new year when devices aren’t charged, master schedules shift, and professional development runs over schedule, it’s easy to get caught in logistics and lose sight of impact. Behind every plan a team made this summer is a child who needs stability, a teacher who needs clarity, and a family who needs to feel welcome and heard. Every system you’ve strengthened helps make those things possible. The work we do is often invisible to the outside world and lays the foundation for a year of growth, connection, and possibility. Leadership is the Anchor. We don’t always have all the answers. No one does. What educational teams and children need most is for us to be present, consistent, and centered. We must lead with vision, heart, and the humility to keep learning. Leadership today requires resilience and imagination. We are called to respond to challenges and to reimagine what learning can mean for children. We create learning environments where children feel safe to take risks, where educators feel empowered to innovate, and where every child is known and seen. The appreciation we have for the entire team who make it possible to create the back-to-school magic is indescribable. This includes the office staff, transportation team, paraprofessionals, custodians, teachers, and so many who make school feel productive and safe for children. Take time to make space for purpose, connection, and reflection. Spend time in classrooms to enjoy and reconnect with the experience of learning and to listen. Just as important, remember to care for yourself. Our work is demanding because it’s important. We cannot pour from an empty cup. As you lead into this new year, know that AAEA is walking beside you. We will continue to advocate on your behalf, provide space for your voice, and connect you with others who share your commitment to leading children in Arkansas. You are not alone. You are part of a community of leaders who believe in public education as a public good, a promise we make to every child, in every zip code. Much of what will make the 2026-2027 school year successful will be invisible and never seen by the outside world. It happens quietly through thousands of decisions and daily acts of service for children. Our children are counting on us to make it happen for them. That is the invisible magic of public education. 3

Asked & Answered Dr. Karla Neathery, AAEA Assistant Executive Director My district is interested in applying for a Career and Technical Education Start-Up Grant to implement a new program. What steps do we need to take? To apply for a Career and Technical Education (CTE) Start-Up Grant to launch a new program, your district will need to follow these steps: 1. Confirm Pathway Eligibility: Ensure your proposed program aligns with Division of Career and Technical Education (DCTE) designated High-Wage and High-Demand career pathways. 2. Review the DCTE Equipment List: Check the official Equipment List published by DCTE to determine eligible equipment and calculate your total program startup costs. 3. Plan District Matching Funds: Secure district funding for your 15% local match, as the grant covers up to 85% of the total equipment cost. 4. Designate Your Coordinator: Have your school district’s CTE Coordinator prepare and submit the official application (applications must be completed by the district CTE Coordinator). 5. Submit the Application: Complete and submit your grant materials through the official application link. If you have questions about your grant, please contact Danny Muilenburg, DESE Perkins Specialist at daniel.muilenburg@ade.arkansas.gov or at 501-682-2371.

If you have questions for Dr. Neathery, email her at k.neathery@theaaea.org.

Learning Lab The Top Proven Reading Comprehension Strategies for Educators Submitted by Dr. Gene Kerns, Chief Academic Officer, Renaissance Strong reading comprehension skills are essential to student success across every grade level and subject area. In this article, Renaissance explores research-based strategies that help students move beyond simply decoding text to truly understanding, analyzing, and engaging with what they read. Read on to explore practical, science-backed approaches educators can use to strengthen students’ ability to make meaning from complex texts. Arkansas school and district leaders will find valuable insights into supporting high-quality literacy instruction while helping students build the critical thinking, vocabulary, and knowledge needed for long-term academic success. Read the blog: The top proven reading comprehension strategies for educators

President’s Perspective Dr. Jason Reeves, AAEA Board President

THE MOST IMPORTANT PERSON IN THE CLASSROOM Labor Day weekend is one of my favorite weekends of the year. For me, it marks the opening weekend of college football and represents three of my favorite things: family, football, and food. I get excited about spending a Saturday running the smoker and eating pulled pork nachos or ribs, sitting on the back porch watching College GameDay, watching my wife and daughters enjoy their pool day, and flipping through the games all day until the mosquitoes finally force me inside in the evening. What makes it even better is if the Hogs win and actually look like they’ll be good for the year (I’m writing this article before the Hogs have played a game, so fingers crossed!). Labor Day weekend also gives us an opportunity to slow down for a few days, spend time with family and friends, and enjoy a little break from the pace that comes with the beginning of a new school year. I hope you were able to do just that. The opening weeks of school can feel like a sprint. New students, new routines, new schedules, new expectations, and a seemingly endless list of things that need to be accomplished can make those first few weeks move quickly. Labor Day gives us a chance to pause, catch our breath, enjoy the people who matter most to us, and return ready for what lies ahead. As we continue into September, we also enter one of the most important stretches of the school year. The excitement of the opening weeks begins to settle into routines. Relationships have been established. Expectations are becoming clearer. Teachers are learning more about their students, and students are learning more about their teachers. Now the real work of teaching and learning begins to take shape. Over the past two months, I have written about keeping the main thing the main thing and about how culture protects that main thing. If teaching and learning are our mission and culture creates the conditions for that mission to thrive, there is one more piece we cannot overlook: the people who make learning happen every day the classroom teacher. There is no more important person in the classroom than the teacher. That statement is not intended to diminish the role of anyone else in a school district. Quite the opposite. Education is a team effort. Bus drivers, custodians, maintenance workers, secretaries, food service employees, paraprofessionals, counselors, coaches, administrators, and countless others play important roles in creating the environment in which students learn. Every person matters. But once the classroom door closes and instruction begins, the teacher is the person responsible for creating the learning environment, building relationships, responding to students, making instructional decisions, and helping students move from where they are to where they need to be. Teachers make hundreds of decisions throughout a school day. They recognize when a student is struggling, decide when to slow down, determine when to challenge students to go further, adjust instruction when something isn't working, and find ways to connect learning to the students sitting in front of them. They know the students who need an extra word of encouragement and the students who need to be pushed a little harder. They see things that may never show up in a spreadsheet or from an assessment. That is why I believe one of the most important responsibilities of a school leader is to support the person standing in front of the classroom. We sometimes talk about school improvement as though it begins with a new program, a new initiative, a new assessment, or a new strategic plan. Those things can certainly be important, but none of them improve a school by themselves. School improvement happens when those plans become better practice, and better practice happens when teachers have the knowledge, resources, support, and time to improve their craft. Our job as leaders is not simply to ask teachers to do more. Our job is to help them do better and focus their efforts on the task at hand. That begins with clarity. Teachers deserve to know what matters most. They deserve to understand what we expect, why we expect it, and what success looks like. They should not have to chase every new initiative or wonder which priority will change next month. When everything is important, nothing is important. Leaders have a responsibility to protect teachers from unnecessary noise so they can focus their energy on students. continued 5

It also means providing meaningful support. High expectations and high support should always go together. If we believe every student can learn at high levels, then we should also believe that every teacher deserves the support necessary to help make that happen. That support may come through professional learning, coaching, collaboration, resources, feedback, or simply having a leader who is willing to listen. An important question an administrator can ask a teacher is a simple one: What is getting in the way of you doing your best work with students? Sometimes the answer will be something we can fix immediately. Sometimes it will require a larger conversation. Sometimes the answer may be uncomfortable. But if we are willing to ask the question and genuinely listen to the answer, we communicate something important: Your work matters, and I am here to help you succeed. That is where leadership becomes more than management. Yes, we have to monitor student achievement, analyze data, conduct observations, provide feedback, and hold high expectations for instruction. Those are important responsibilities. But leadership cannot simply be about identifying what needs to improve. It has to be about helping people improve. Sometimes the best instructional leadership is removing a barrier. Sometimes it is protecting a teacher's planning time. Sometimes it is providing a resource or connecting a teacher with someone who can help. Sometimes it is giving a teacher permission to try something new. Sometimes it is sitting beside a teacher and working through a problem. And sometimes it is simply saying, "I believe in you, and I'm going to help you." I learned a lot about this through coaching. A coach can draw up the best game plan imaginable, but eventually the players have to take the field and execute. The coach cannot play every position, make every decision, or control every outcome. The coach's job is to prepare people, provide direction, develop their strengths, identify areas for improvement, and put them in the best possible position to succeed. I believe this is school leadership as well. Our teachers are the ones in the classroom doing the work. We cannot teach their classes for them, and we should not try. But we can make sure they have the clarity, support, trust, resources, and accountability necessary to do that work well. A strong culture allows teachers to ask for help without feeling weak. It allows them to acknowledge that they need to grow without feeling threatened. It allows colleagues to challenge one another while maintaining trust. Most importantly, it communicates that improvement is not something we demand from others. It is something we pursue together. As leaders, we also have to be willing to look at our own calendars. If we say instruction is our priority, our schedules should reflect it. If we say teachers are important, our actions should reflect it. If we say students are at the center of every decision, our decisions should reflect it. That may mean spending more time in classrooms. It may mean having conversations with teachers about instruction rather than simply asking how things are going. It may mean looking at student work, celebrating growth, providing meaningful feedback, or removing a barrier that has been frustrating a teacher for months. Sometimes leadership is about knowing when to step in. Sometimes it is about knowing when to get out of the way. And sometimes it is simply about making sure the person standing in front of the classroom knows that someone has their back. As we begin this long and important stretch of the school year, I hope we remember that the work ahead will not be easy. There will be difficult days. There will be students who challenge us. There will be initiatives that don't go as planned and problems that don't have easy solutions. There will be days when everyone needs a reminder of why we chose this profession in the first place. That is why our leadership matters. Teachers do not need leaders who pretend the work is easy. They need leaders who understand how hard the work is and are willing to stand alongside them in it. Our students deserve excellent teaching. Our teachers deserve excellent leadership. Every employee deserves to know that his or her contribution matters. And our responsibility as school leaders is to create the conditions where all of them can thrive. We have enjoyed the first few weeks. We have made it through the excitement and challenges of opening a new school year. Now comes the long stretch where relationships deepen, learning accelerates, and the daily work begins to compound. Let's make sure the people closest to that work know they are not doing it alone. Because school improvement may be written in strategic plans and discussed in leadership meetings, but it is lived out one classroom at a time. And in every classroom, the teacher matters. 6

Administrator Spotlight:

Misty Doyle

Superintendent, Jonesboro School District

Misty Doyle, Superintendent at Jonesboro Public Schools, states she's known she wanted to be a teacher since she was a little girl. "My greatest role models were my teachers, and I wanted to grow up to be just like them," she says. "I have always enjoyed working with children and have had a genuine love for the art of teaching." She began her career 25 years ago as a middle-level literacy and science teacher. While teaching was always a part of her career plans, she never imagined she would become an administrator, stating "The first time someone asked me if I had ever considered administration, my response was, 'No way!' However, I was fortunate to have incredible administrators who believed in me, invested in me, and poured into me through mentorship. They gave me opportunities to lead, and somewhere along the way, I caught the leadership bug." She has since served in a variety of leadership roles, including Magnet School Coordinator, Assistant Principal, Principal, School Improvement Specialist, Director of Curriculum, Assistant Superintendent of Teaching and Learning, and now Superintendent. Misty says her favorite thing about her job is "having the honor of working with an outstanding staff, incredible students and families, and a wonderful community that continually supports our schools. I appreciate that each day brings new challenges and opportunities to grow. I am fortunate to work with an exceptional team that consistently puts students first. They challenge me to be better, think outside the box, and continually strive for excellence." The most challenging aspect of the job is finding balance. "As a superintendent, I strive to be visible on our campuses throughout the school day and extracurricular events in the evenings, engage with community leaders and organizations, and collaborate often with department heads and principals. I have learned the importance of prioritizing my time, being intentional with my schedule, and empowering other leaders throughout the district." For someone considering a similar career, Misty says she would recommend seeking opportunities to learn from others, working in areas outside of one's comfort zone, and remaining open to feedback. She also says that the position requires a commitment for one's family as well. "The role requires long hours, a willingness to be visible in the community, and the ability to make difficult decisions even when those decisions may be unpopular," she says. "My advice would be to take the time to determine whether you and your family are prepared to fully commit to the responsibility of serving the district and the community." Despite the challenges, the work is rewarding and meaningful, granting the ability to make a substantial positive impact on students’ lives. "Looking back, I am incredibly grateful that God had bigger plans for my life than I could have ever dreamed or imagined for myself," she states. "It has been a true honor and privilege to serve the students, families, and staff of the Jonesboro School District." 7

! Q&A ?

with Misty Doyle

What might other administrators be surprised to know about you?

Other administrators would be surprised to know that I have an identical twin sister. While we both have similar interests and personalities, she is definitely the extrovert between the two of us. I am typically more reserved. Another thing most people don’t know is that my husband donated a kidney to my sister five years ago when she went into renal failure. He’s pretty special. He has led a life of service in law enforcement and the military, so I wasn’t surprised when he didn’t hesitate to become a donor for my sister.

What do you feel is your greatest professional accomplishment?

I don’t think there is any greater accomplishment than having a former student or parent tell you that you made a difference in their life. I have many former students who still stop by to see me or send me messages to thank me for helping them learn to read or for simply not giving up on them. Those are the moments that remind me why I chose this profession and why the work we do matters so much.

What do you enjoy doing during your time off?

During my time off, I enjoy reading, hanging out by the pool with my family and friends, and vintage/ antique shopping with my sister. I love to spend time with my husband, Tim. We will be married 19 years in October. We have an 11th grade son, Sam, who attends the Academies at Jonesboro High School. We enjoy watching him excel in band.

If you weren’t in your current position, what would you be doing?

I love research and grant writing. It has always been something that brings me joy. If I weren't in my current role, I could definitely see myself doing something in that area. I could also see myself exploring law. There is a real need for attorneys who specialize in education law, especially in Northeast Arkansas.

What do you see as the biggest benefit of AAEA membership?

The greatest benefit of being a member of AAEA is the opportunity to network with experts and educational leaders across the state. The AAEA staff, fellow administrators, and constituent groups provide a wealth of knowledge, experience, and support. You never have to feel like you are on an island or navigate challenges alone. You can pick up the phone and call someone who has likely faced a similar situation and is willing to help. Being part of AAEA also means you don’t have to reinvent the wheel. The organization encourages members to share ideas, resources, documents, and systems. That level of networking and support is truly what makes AAEA special. 8

East End School District A Culture of Belonging, Belief, and High Expectations At East End School District, a simple belief shapes the work: children can achieve at high levels when they know they belong, understand what is expected of them, and have adults who believe in what they can accomplish. Superintendent Heidi Wilson's leadership offers a belief that has become part of a district culture centered on relationships, individual attention, high expectations, and creating opportunities for every child to find a place within the school community. That culture is producing results. Academic growth and achievement have provided opportunities for celebration, including recognition of Anne Watson Elementary School among the state’s top schools for growth and achievement. East End leaders are also seeing increased enrollment and strong applicant pools for open positions. Together, these trends show that families and educators are choosing to become part of the East End school community. Creating a Place to Belong Belonging at East End is intentional. During a summer staff retreat, educators placed every child’s name on a separate Post-it note and used colored dots to identify participation in band, student government, athletics, and other activities. The exercise made it easy to see which children already had a connection to school and, more importantly, which children still needed one. Rather than simply identifying the need, the district created more opportunities for children to become involved. Educators considered various interests and passions and how those could create meaningful experiences for children. A cooking club brought children together to prepare and share meals, while a knitting club grew from an educator’s personal interest and received an outpouring of donated supplies from community members. Running, photography, art, and other activities provide additional ways for children to participate, build friendships, and continued 9

contribute to their school community. School leaders also work to remove practical barriers to participation and protect instructional time by scheduling activities outside of the school day. The culture extends to educators, whose interests and talents become part of the opportunities available to children. Partnerships add another layer to those experiences. Through partnerships with Crystal Bridges, the art department has expanded programming and created opportunities for community art projects, while local organizations and community members have contributed resources to support clubs and other activities. Wilson compares the approach to Thanksgiving dinner. The turkey may be the main course, yet people often come to the table for all the sides they enjoy. In much the same way, core classes remain central to the work of the school, while relationships, activities, clubs, and shared experiences are often what make children want to come to school and feel connected once they are there. By intentionally creating those opportunities for belonging, East End educators bring children to the table, where connection can open the door to the academic learning that remains at the center of the district’s work. Believing Children Can Achieve That sense of connection is paired with clear academic expectations. Children across the district set individual goals, examine their own progress, and revisit those goals as new assessment information becomes available. They learn to understand where they are performing, where they want to go next, and what it will take to get there. Each child is also connected with an adult who serves as an accountability partner or cheerleader. These relationships are intentionally personal. A conversation may begin with a question about the child’s day, an activity, or something happening outside the classroom before turning to progress toward a goal or an area where support may be needed. Whether that trusted adult is an educator or another member of the school staff, the child has someone who knows them personally, checks on their progress, and continues to encourage them. High expectations accompany those relationships. When East End’s Algebra I performance ranked second in the state, the achievement reinforced an important message across the district: East End children can compete academically at the highest levels. Rather than treating the result as an isolated success, educators examined the instructional practices contributing to it, including frequent formative assessment, active participation, strong relationships, and close attention to what children were learning. continued 10

The success became an opportunity for collective learning. Educators visited classrooms to observe effective practices and talked regularly about where individual children were performing and what they needed next. What worked well in one classroom became an opportunity for colleagues to learn from one another and consider how effective practices could inform instruction across the district. District educators refuse to allow size, background, or circumstance to lower expectations for what children can achieve. Inclusion practices provide children receiving special education services greater access to core instruction alongside their peers, while individualized goals and educator collaboration help ensure they receive the support they need to continue progressing. The emphasis remains on knowing children well, expecting meaningful growth, and responding to what each child needs. Knowing Every Child and Looking Ahead East End leaders also use size as an advantage in preparing children for life beyond graduation. Older students explore career interests and possible pathways with support from a career coach, while internships and partnerships with area employers provide opportunities to connect those interests with real-world experiences. Through a partnership with Koontz Electric Company, Inc. in Morrilton, for example, a child interested in becoming an electrician can move from simply naming that interest to learning more about the profession and beginning to see a possible path forward. That individual attention shows up throughout the district. A child’s name on a Post-it note can lead to a new opportunity for involvement, and a hobby can become a club that introduces children to new friends and interests. An academic goal gives a child something specific to work toward, while an accountability partner provides someone who continues to ask about that progress. Strong classroom instruction examples become something colleagues can study and learn from rather than an isolated success. Academic achievement, growing enrollment, expanded opportunities, and educator interest in joining the district give the Bigelow community reasons to celebrate. More importantly, the practices behind those outcomes reveal a culture built around the belief that East End children are capable of high levels of achievement and deserve adults who expect it of them.

Instructional Insights A Strong Start: Strategies for Leaders in the New School Year Submitted by the National Institute for Excellence in Teaching The beginning of the school year presents an important opportunity to establish a positive learning environment where every student feels supported and ready to learn. While classroom culture develops over time, intentional actions from school and teacher leaders in the first weeks of school can have a lasting impact on student engagement and achievement. To support this work, the National Institute for Excellence in Teaching (NIET) has developed free resources to help schools strengthen school environments while maintaining a focus on excellent instruction. These resources provide strategies that leaders can use immediately with their staff, including: • Student Walk: A process for seeing the school environment through a student lens and identifying opportunities to improve the student experience. • Coaching Considerations: Guidance for coaching teachers on creating classroom environments that foster student ownership. • Strengths-Based Coaching: Strategies for structuring coaching conversations that build on teacher strengths while supporting continuous growth. • Reflection and Team Activities: Resources that encourage staff collaboration and reinforce a positive school culture throughout the year. Creating a positive school environment goes beyond building welcoming classrooms. It means establishing consistent expectations, fostering strong relationships, and ensuring students feel a sense of belonging that allows them to take ownership of their learning. Access the complete collection of Elevating a Positive School Environment: Resources for Leaders on NIET’s website. For more information about NIET's work in Arkansas, contact Executive-in-Residence Karli Saracini at ksaracini@niet.org or Central Regional Director Amy Gayle at agayle@niet.org.

CoSN: Support for Technology Administrators CoSN is a great resource for school technology administrators. Check this page monthly for links to articles to assist technology leaders as they navigate through digital learning transformations.

Click Here to Read About This Month’s Topics • Season 9 of the CoSN/AASA EmpowerED Superintendents edLeader Panel Broadcasts • FCC Review of the E-Rate Program • CoSN Membership

UPCOMING EVENTS | SEP - OCT

Human Resources Admins!

UPCOMING EVENTS | OCT - JAN

Career & Technical Admins!

Publication Sneak Peek: Instructional Leader This segment features content from other AAEA publications. Instructional Leader is a quarterly publication available to subscribing districts. The following excerpt comes from the September 2026 issue.

Start Like You Mean It:

Six Leadership Moves for a Successful School Year Contributor: Heidi Wilson, Superintendent, East End School District

The beginning of a new school year is one of the most important leadership opportunities we have as administrators. Before the first test is given, the first data meeting is held, or the first challenge arises, we have an opportunity to establish the culture, expectations, and energy that will carry our schools throughout the year. At East End School District in Bigelow, we have learned that successful school years rarely happen by accident. They begin with intentional leadership. How we start matters—not because everything will go perfectly, but because a strong beginning gives our people a clear sense of who we are, where we are going, and what we expect from one another. As school leaders across Arkansas begin another year, here are six reminders that can help us start strong so we can finish stronger:

1. Be visible before you try to be visionary. Our staff, students, and families need to see us. Be at the front door, walk the halls, visit classrooms, attend events, and spend time where the work is happening. Some of the most important leadership moments do not occur behind a desk. Visibility builds relationships, and relationships build trust. People are much more likely to follow a leader they know is willing to show up. 2. Set the tone early—and protect it. Culture begins on day one. Be clear about what your school or district values and what you expect. Celebrate positivity, professionalism, hard work, and a commitment to students from the beginning. At East End Bigelow, we want our people to know that excellence is not simply something we talk about—it is something we pursue every day. What leaders consistently recognize, reinforce, and model becomes part of the culture. 3. Keep the main thing the main thing: students. The beginning of school brings schedules, transportation, staffing issues, paperwork, meetings, and a hundred unexpected problems. It is easy to become consumed by the urgent and lose sight of the important. Every decision should eventually lead us back to one question: Is this good for kids? When student learning and student well-being remain at the center, priorities become much clearer. 4. Communicate more than you think you need to. Never underestimate the power of clear, consistent communication. Staff members want to know the direction. Parents want to know what is happening. Students need to understand expectations. Communicate early, communicate clearly, and continued

whenever possible, communicate positively. When people do not have information, they tend to fill in the gaps themselves. Strong leaders make sure the story of their school is being told accurately and often. 5. Celebrate the wins—especially the small ones. We are quick in education to move from one goal to the next without stopping to recognize progress. Celebrate the teacher who tries something new, the student who makes a breakthrough, the bus driver who goes the extra mile, the cafeteria staff who makes a child feel special, and the school that reaches a goal. Success creates momentum. When people know their work matters and is noticed, they are more willing to keep pushing toward excellence. 6. Give yourself and your people some grace. No matter how carefully we prepare, something will go wrong. A bus will be late. A schedule will change. Technology will fail. Someone will make a mistake—including the superintendent. Strong leadership does not mean creating a perfect start; it means responding to imperfect moments with calm, consistency, perspective, and a solutionfocused mindset. Set high expectations, but remember that we are leading people. Grace and accountability can—and should—exist together. Start Strong, Finish Stronger As administrators, we spend a great deal of time preparing our buildings, schedules, programs, and plans for the beginning of school. But our most

important preparation may be deciding how we will lead. Our employees will take cues from us. If we are positive, present, focused, and excited about the work ahead, that energy spreads. If we communicate that we believe in our students, our staff, and our schools, others begin to believe it too. At East End Bigelow, we are proud of the work our students and staff are doing, but we also understand that yesterday’s success does not guarantee tomorrow’s results. Every August gives us another opportunity to raise the bar, strengthen our culture, and remind ourselves why this work matters. So welcome your people. Walk your halls. Celebrate loudly. Communicate clearly. Keep students at the center. And most importantly, start the year the way you want to finish it—with purpose, positivity, and an unwavering belief in what your school can become.

Interested in more from Instructional Leader? Contact our office at 501-372-1691.

Visit arjobsined.schoolspring.com The AAEA Job Board is a calendar-year subscription that assists districts with the ever-increasing challenge of recruiting quality staff. It is a significant resource for educators, both in-state and out-of-state, seeking employment in Arkansas schools. More than 165 school districts are participating in the program, which has been extremely helpful to schools and educators over the years. The site is used year-round and is accessed extensively during the second semester. It is not unusual to see over 400 jobs posted on the Job Board at one time. With an account, school districts may post unlimited job vacancies throughout the year. To subscribe (by district) or to post job openings, contact our office at 501-372-1691.

Job Openings

District

Position

Caddo Hills School District

Technology Director