VOLUME 52 • ISSUE 2 AUGUST 2026
THE
ADMINISTRATOR
BUILDING THE LEADERSHIP PIPELINE FOR ARKANSAS SCHOOLS
CULTURE IS NOT THE MAIN THING—BUT IT PROTECTS THE MAIN THING
Dr. Megan Duncan discusses the importance of developing future leaders.
Dr. Jason Reeves highlights the importance of school culture.
Executive Viewpoint
President’s Perspective
Page 3
Page 5
TABLE OF CONTENTS Executive Viewpoint • P. 3 Safety Segment • P. 4 President’s Perspective • P. 5 Administrator Spotlight • P. 7 Asked & Answered • P. 9 Learning Lab • P. 9
ADMINISTRATOR SPOTLIGHT: ASHTEN BLACK In the Spotlight this month is Ashten Black, Chief Financial Officer for the Jonesboro School District. Page 7
Instructional Insights • P. 10 CoSN • P. 10 Arkansas Advantage • P. 11 Job Openings • P. 14 Upcoming Events • P. 15 Publication Sneak Peek • P. 16
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 Siri Briggler Professional Development Coordinator s.briggler@theaaea.org Sharon Chuculate Fiscal Services Coordinator s.chuculate@theaaea.org Sheila White Bookkeeper s.white@theaaea.org Alyse Mattox Communications & Technology Specialist a.mattox@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 ArkASPA Fall Conference, September 29, 2026 Wyndham Riverfront, NLR
October AAGEA New Coordinator Workshop, October 7, 2026 Benton Event Center AAGEA Conference, October 8, 2026 Benton Event Center
Melanie Thrasher Business Analyst m.thrasher@theaaea.org
CASBO Certification Classes, October 21-22, 2026 UCA Brewer-Hegeman Conference Center
Molly Franxman Administrative Assistant m.franxman@theaaea.org
AACTEA Fall Conference, October 29, 2026 UACCM, Morrilton
Mike Mertens Consultant m.mertens@theaaea.org
November
Lenett Thrasher Consultant l.thrasher@theaaea.org
AAEA Fall Conference, November 10, 2026 Benton Event Center
Dr. Bryan Duffie Consultant b.duffie@theaaea.org
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2026 Calendar of Events
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 Lifetouch National School Studios
Distinguished (continued)
Platinum (continued)
Diamond
CDI Contractors Cromwell Architects Engineers Cynergy Rehab Group ESS IXL Learning Kinco Constructors Middleton Heat and Air Paragon Architecture Pearson Reach University Sibme WER Architects White River Services and Solutions
Modern Classrooms Project Nabholz | Entegrity Energy Partners 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
SEAS Education
Gold
Silver
American Bus Sales EDT Solutions LLC French Architects, PA K12 Tutoring Staying Home Corporation Strategos Group
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Executive Viewpoint Dr. Megan Duncan, AAEA Executive Director
BUILDING THE LEADERSHIP PIPELINE FOR ARKANSAS SCHOOLS There’s something about August that feels like standing at the starting line. The halls are clean, the floors are shiny, and new faces are joining our teams. Bright-eyed teachers, first-year principals wondering if they are ready, and maybe even a new superintendent or two ready to step into a role that can shape an entire community. I love this time of year because it reminds me of the people who make our schools work. It also reminds me that leadership is not just a position. It is something we pass on. For Arkansas’s children, we need the support of our Arkansas leaders now more than ever before and this requires focus. We must be intentional today about developing the people who will lead our children in the future. The people we notice, encourage, and invest in today will help shape what education looks like for children in Arkansas for years to come. Do you remember your first mentor? We all needed one, whether through a formal identification process or simply by geographical access. Each of us can remember the people who shaped us as leaders. Maybe it was a principal who gave you your first job as a teacher. A mentor who talked to you following a tough board meeting. A colleague who told you the truth with clarity and kindness. Or maybe it was a teacher who saw something in you long before you saw it in yourself. Leadership is learned. It is after the coursework is long over that you begin to mold, develop, and shape your leadership approach through modeling, conversation, and lived experience. One of the most important questions is: Who are you mentoring? Who are you investing time, energy, and encouragement to prepare to challenge them to take the next step? How can you find that teachable moment to invest and offer guidance to those around you? Leadership must be cultivated early and long before someone decides they are ready for their first administrative experience. It begins in a classroom giving teachers a voice, ownership, and an opportunity to learn and grow. Help those around you identify their natural leadership skills. Offer to allow them growth experiences in and out of the classroom. Coach instructional facilitators, counselors, and aspiring principals to see themselves as system thinkers and builders to better support children. Help young up and coming leaders to see that they belong, they are noticed, and they are appreciated. If we don’t create and develop that pipeline intentionally, we potentially may miss the opportunity to help develop the next extraordinary leader to serve the next generation of children. For those of us in central office or district leadership roles, there’s another layer: succession planning. A good fellow superintendent friend recently shared that it is important to know your shelf life and to know when it is time to pass the torch. Superintendent turnover is high across the country and in Arkansas. Every leadership change that occurs creates a potential risk of losing institutional memory, district vision, and momentum. That is why building bench strength matters. When we develop leadership capacity at all levels, we solidify the continuity of our work to ensure the progress of our children. Succession planning is about building a resilient system where leadership isn’t concentrated in one person and is shared across a team. continued 3
At AAEA, we believe the future of public education depends on strong, supported, and diverse leadership. This is why we invest in mentoring programs, offer aspiring leadership experiences, and bring administrators together to learn from one another. We are committed to ensuring that every district in Arkansas has access to tools, partnerships, and people to learn from to support children. As you begin the new school year and the calendar fills up, I encourage you to do something simple and powerful, look around your building, your district, or your network and ask, who can you bring along with you? Invite someone to your next leadership team meeting. Invite them to shadow you for a day. Invite them to co-lead a project. Encourage them to attend a conference or take the next step in their professional learning. To have strong leadership for years to come, we have to build it now with intentionality, consistency, and generosity. Look around. Notice someone. Bring them along. The next great leader for Arkansas’s children may already be right in front of you. We each can remember to lead as we were led with a strong focus on achievement for our children.
Safety Segment 3 Takeaways from the AAEA Summer Conference Submitted by Adam Brooks, Community Partner Manager at Bark, adamb@bark.us Arkansas, Little Rock especially is one tight knit community. One of my Uber drivers in Little Rock was named Jim and as we drove from the airport to the conference center we went through an older area of town. Jim shared about the history of the area and his connection to it. The ride ended with him asking how long I would be in town and if I’d have more time on my next trip for him to show me around some more. Whoosh, that kindness and authentic generosity feels rare. However, it didn’t stop when I came into the conference center. People were eager to help me set up and asked me who they could introduce me to. What a great reminder that humans care about humans which is the very foundation of Bark’s Connected Communities program because when we bring Families, Students and Educators together on the same page something special can happen. Arkansas families are ready for Media Balance. On Monday night I was told if I like catfish, I should go to the Flying Fish restaurant. As I was eating a large family came in and pulled some tables together next to me. The group included two grandparents, three parents and seven kids! As they were deciding what to go up and order for everyone, all the kids, and I mean all the kids, sat there with toys and games. They were playing with each other and laughing the entire time. As I left I stopped the parents to tell them how hopeful I felt seeing their family eat dinner entirely without devices and that whatever they were doing they should keep doing it. Arkansas families are ready for Digital/Media balance and with your help we can all make that happen. Ready…set…let’s go! I was chatting with Mr. Sims who came to my workshop on Tuesday. As a principal in the Lakeside School District he shared how his family had personally used Bark for his kids and how helpful it was in case anything scary or dangerous came up. It gave him peace of mind. So when we chatted about the Digital Citizenship safety modules for 2nd-5th graders he was apprehensively excited. I told him that we show up and work with educators, parents and students at NO COST to the school. We only ask that 5th graders and their families have an opportunity to trial our Bark Phone to see what life is like for two weeks with a safer device. He said “LET’S GO!” Directly from the workshop he was headed to meet with his superintendent to let him know they had found a partner in Bark. We would love to be your partner too!
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President’s Perspective Dr. Jason Reeves, AAEA Board President
CULTURE IS NOT THE MAIN THING—BUT IT PROTECTS THE MAIN THING Last month, I encouraged you to keep the main thing the main thing. In education, the main thing is and always will be high levels of teaching and learning for every student. As we settle into a new school year, I'd like to focus on something that is often discussed in leadership circles but is sometimes misunderstood: school culture. Culture matters. In fact, it matters tremendously. But culture is not the mission. Culture is not the goal. Culture is not the main thing. Culture is what protects the main thing. Spending time talking with teachers, principals, bus drivers, secretaries, custodians, food service employees, paraprofessionals, and maintenance staff, I'm reminded that the strongest schools are rarely defined by a particular program or initiative. Instead, they are defined by their people. Teachers describe feeling supported. Students talk about feeling known. Bus drivers speak about building relationships on the first and last ride of the day. Secretaries talk about creating a welcoming first impression for families. Custodians take pride in providing a clean, safe environment. Maintenance staff find satisfaction in solving problems before they become obstacles. What they're really describing is culture. In The Culture Code, Daniel Coyle explains that successful organizations are built around three essential elements: safety, vulnerability, and purpose. People need to feel safe enough to contribute, trusted enough to take risks, and connected enough to understand why their work matters. Those principles apply just as powerfully in schools. Teachers collaborate more effectively when trust exists. Principals receive honest feedback when relationships are strong. Students engage at higher levels when they know they belong. Bus drivers create a positive start and finish to each student's day. Secretaries often determine a family's first impression of the school. Custodians and maintenance staff create safe, welcoming environments where students and teachers can focus on learning. Food service employees and paraprofessionals build relationships that help students feel seen and valued. Every role contributes to the environment in which learning occurs. Healthy culture creates the conditions that allow great teaching and learning to happen. Unfortunately, culture is often confused with climate or morale. We sometimes think culture is built through spirit days, faculty breakfasts, appreciation events, or school celebrations. While those activities certainly contribute to a positive environment, they are not culture by themselves. Culture is much deeper. It is reflected in the behaviors we consistently model, encourage, celebrate, and expect. Culture is revealed in how we respond when someone struggles. It is evident in the conversations we choose to have and the conversations we avoid. It can be seen in how we handle conflict, celebrate success, and hold one another accountable. Ultimately, culture is shaped by what leaders consistently pay attention to every day. Admiral William McRaven, Make Your Bed, explains that making your bed each morning is not really about making a bed. It is about establishing a standard before the day begins. One small act communicates that details matter, discipline matters, and excellence matters. School culture is built in much the same way. Students begin experiencing our culture long before the first lesson starts. They experience it on the bus, at continued 5
the front office, in the cafeteria, in the hallways, and through every interaction with the adults in our buildings. Every greeting, every conversation, every expectation, and every act of professionalism communicates the standard of our school. By the time the first bell rings, students already know a great deal about our culture. One of the greatest leadership challenges is maintaining the proper balance. Some schools devote tremendous energy to creating a positive culture but lose focus on student achievement. Others become so consumed with accountability and results that they neglect the relationships necessary to sustain longterm improvement. Neither approach leads to lasting success. Healthy cultures support high expectations, and strong relationships strengthen accountability. Trust and performance are not competing priorities. They depend on one another. The most effective schools have discovered that balance. Their staff members genuinely care about one another while remaining relentlessly focused on student learning. They celebrate success, support colleagues through challenges, welcome honest conversations, and continuously seek improvement. In those schools, culture is not the destination. It is the vehicle that helps move the mission forward. As you continue through the first weeks of this school year, I encourage you to reflect on the culture you are creating in your school or district. Consider these questions: • Do people feel valued and respected? • Do teachers feel supported as they grow professionally? • Do students feel connected and known? • Does every employee, whether they are in the classroom or not, understand how his or her role contributes to student learning and the culture of our school? • Does our culture strengthen our focus on teaching and learning? Every leader shapes culture whether they realize it or not. The question is not whether we influence culture, but what kind of culture we are creating. In coaching, there is a saying: what showed up on Friday night was either something we coached or something we allowed. School culture works the same way. The behaviors we consistently reinforce become our culture, and the behaviors we ignore become part of our culture as well. If we leave culture to chance, we should not be surprised when it develops in ways we never intended. A truly healthy school culture is not evident only in the classroom. It is evident from the moment a student steps onto the bus until the moment they return home. Every interaction, every conversation, and every employee either strengthens or weakens that culture. When culture is healthy, people want to stay. As relationships deepen, collaboration grows stronger. As collaboration improves, teaching becomes more effective, and student learning flourishes. That brings us right back to the main thing. Student learning remains our mission. Culture simply creates the conditions that allow that mission to thrive. As school leaders, our responsibility is not merely to build a positive culture, but to build one that protects, supports, and advances high levels of learning for every student. Culture is not the main thing, but it protects the main thing. 6
Administrator Spotlight:
Ashten Black
Chief Financial Officer, Jonesboro School District
Ashten Black, Chief Financial Officer for the Jonesboro School District, originally planned to pursue a career in private accounting. "After graduating from Arkansas State University with my degree in Accounting, I began working in tax accounting and governmental auditing," she states. "While I enjoyed the work, I realized I wanted a career that offered new challenges and a greater sense of purpose." When Valley View School District advertised an opening for an accountant in 2013, she decided to apply. "Looking back, it turned out to be one of the best career decisions I could have made," she says. In June 2016, she was hired as the Business Manager for Trumann School District and was later promoted to Chief Financial Officer (CFO). In April 2025, she joined Jonesboro School District as Chief Financial Officer, where she currently serves. "I have thoroughly enjoyed the opportunity to support the district's students, staff, and community while continuing to grow as a school finance leader," she states. Ashten says her favorite part about her job is helping people. "Throughout my career, I have been fortunate to work for superintendents who have encouraged and supported my involvement in Arkansas Association of School Business Officials (AASBO) and Southeastern Association of School Business Officials (SASBO)," she states. "Those opportunities have allowed me to continually learn, grow, and evolve as a school finance professional. I enjoy sharing that knowledge with others and helping colleagues solve problems. There is a great sense of satisfaction in identifying challenges, implementing effective solutions, and seeing those changes make a positive impact on the people we serve." The most challenging aspect of her job is balancing unlimited needs with limited resources. "Unfortunately, school funding isn't unlimited," she explains. "Part of my responsibility is helping district leaders make difficult financial decisions while ensuring we're being good stewards of taxpayer dollars and keeping students at the center of every decision." Ashten's advice to anyone considering a career as a school business official is simple: "Don't get discouraged. School finance can be challenging, and there is always something new to learn, but the work is incredibly rewarding." She also strongly encourages new professionals to get involved with AASBO. "Attend CASBO classes, participate in in-person mentoring opportunities, and build relationships with your peers," she says. "The networking opportunities are invaluable. Whenever I encounter a new challenge, I know I can reach out to school business officials across the state for advice, ideas, and support." 7
! Q&A ?
with
Ashten Black
What might other administrators be surprised to know about you? I think other administrators would be surprised to know that I am a bibliophile. I read close to a hundred books a year. I love to read almost all genres. I am also a big sports fan. Most of the time in my home the TV is running on ESPN SportsCenter or SEC Network.
What do you feel is your greatest professional accomplishment? My greatest professional accomplishment has been working with AASBO and SASBO to help other school business officials grow in their own professions. I have made some lifelong friends being in both of these organizations that have helped me grow into the School Business Official that I am.
What do you enjoy doing during your time off? Outside of work, I enjoy spending time with my family. My weekends revolve around my children's activities, and most weekends are spent at a baseball game, soccer match, or running event cheering them on. On the rare weekends when we don't have a full sports schedule, I enjoy relaxing by the pool or traveling with my family. We love exploring new places, experiencing different cultures, and trying local foods wherever we go.
What is one of the things on your “Bucket List?” I have always wanted to travel to Ireland. It has such a rich, interesting history. I would love to go on a week-long trip and tour as much as possible.
What do you see as the biggest benefit of AAEA membership? The biggest benefit of AAEA membership is the wealth of knowledge and professional resources it provides. It is the best source for professional development for school business officials. Through mentoring, CASBO certification, conferences, and ongoing training opportunities, members gain the knowledge and skills needed to succeed in an everchanging profession. Equally, AAEA connects school business officials from across Arkansas, creating a statewide network of professionals who are always willing to share ideas, offer guidance, and help solve challenges. 8
Asked & Answered Dr. Karla Neathery, AAEA Assistant Executive Director
My district is interested in applying for the DESE High-Impact Tutoring Grant. What do we need to do? If your district plans to apply for the DESE High-Impact Tutoring Grant, keep these key steps and dates on your radar: •
August 7, 2026: Submit your Intent to Submit.
•
August 21, 2026: Submit your complete application via the AR High-Impact Tutoring Application Form.
•
September 1, 2026: Award notifications will be sent to districts.
DESE strongly encourages districts to team up with a vetted partner to help design, deliver, and track tutoring services. Check out the list of approved tutoring providers and review the Commissioner’s Memo for full program details.
If you have questions for Dr. Neathery, email her at k.neathery@theaaea.org.
Learning Lab AI for Schools Submitted by Dr. Gene Kerns, Chief Academic Officer, Renaissance As Arkansas educators continue working to accelerate student learning while meeting growing instructional demands, many are exploring how artificial intelligence can support teachers in meaningful and practical ways. In this article, Renaissance Chief Academic Officer, Dr. Gene Kerns, examines how human-centered AI tools can help educators save time, personalize instruction, and focus more energy on student learning. The article highlights why the most effective use of AI in schools is to support teacher expertise, not replace it, and offers guidance for leaders seeking a responsible, instruction-focused approach to implementation. It also explores key considerations around trust, ethics, and the evolving role of technology in the classroom. District and school leaders will find practical insights for evaluating AI tools and ensuring they enhance, rather than distract from, effective teaching and learning. Read the full article: AI for Schools: How Human-Centered Tools Increase Instructional Impact
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Instructional Insights Professional Learning Resources for Every Arkansas Educator Submitted by the National Institute for Excellence in Teaching Observing an effective teacher’s lesson is an excellent way to gain new ideas and identify potential areas for growth and improvement. Yet given the demands of a school schedule, teachers have few opportunities to observe other teachers’ classrooms. Arkansas educators now have free access for two years to a resource that addresses this challenge, extending professional learning through lesson videos, reflection tools, and instructional strategies that can be adapted for their own classrooms. The Educator Effectiveness Preparation and Support System (EE PASS) is available to all Arkansas educators, providing an online library of evidence-based instructional practices across grade levels and subjects. All types of educators, districts, and leaders can benefit from EE PASS, including: 1. Literacy Educators: As districts continue to support literacy instruction to meet Arkansas’ new thirdgrade promotion requirements, EE PASS offers classroom examples that support instruction, student engagement, and effective questioning techniques that align with evidence-based literacy practices. 2. Rural Educators: Rural educators who may be in a small school setting with a single teacher in some subjects can access evidence-based lessons in their subject area with associated coaching sessions. 3. CTE Educators: Educators can access videos of CTE lessons in topics such as welding or culinary arts, providing them with examples of effective and highly effective instruction. Teacher leaders and administrators can also use the platform to support collaborative planning and coaching conversations, providing resources to support the work of all Arkansas educators and those who lead them. Visit next.eepass.org or contact NIET Executive-in-Residence Karli Saracini at ksaracini@niet.org or Central Regional Director Amy Gayle at agayle@niet.org for more information.
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 • EdTech Quality Indicators Guide • CoSN Statement on FCC Review of the E-Rate Program • EmpowerED Superintendent edLeader Panel Broadcasts • CoSN Membership
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Lakeside School District
Intentional Support for Every Child At Lakeside School District, student outcomes are the priority. The district’s work is organized around a clear belief that support must be intentional, coordinated, and designed around the needs of each child. Superintendent Bruce Orr, Assistant Superintendent Jamie Preston, and Academic Coach Tammy Brown describe this work as a coordinated system of support that ensures every child receives what he or she needs to grow. Leadership stability has allowed Lakeside to make careful curriculum decisions and invest deeply in them over time. Rather than shifting direction frequently, the district has focused on strengthening core instruction and building systems that can be sustained. Leaders build teams capable of delivering highquality instruction and intervention across grade levels. Building Strategic Layers Through Intervention Lakeside’s commitment to intervention did not begin with the High Impact Tutoring (HIT) grant. The district has long prioritized literacy intervention, recognizing early reading proficiency as foundational to children’s success. Structured literacy supports were already in place before additional funding expanded the district’s capacity. continued 11
When the HIT grant opportunity emerged, Lakeside leaders chose to focus the funding on math, identifying it as an area that needed additional structured support. Using assessment data, young learners were intentionally placed in small, targeted math groups designed to strengthen Tier 1 instruction. Over time, the coordinated systems supporting math and literacy have worked together to ensure every child receives comprehensive academic support. Student Intervention Teams regularly review multiple forms of data to guide decisions. ATLAS data, common formative assessments, and ongoing intervention progress monitoring are examined collaboratively to determine placement, adjust groups, and ensure consistent growth over time. The work is not static. Groups shift when needed, and children remain in appropriate supports until they show meaningful progress and proficiency. In practice, these layers are visible throughout the elementary campuses. During What I Need (WIN), small group instruction is strategically organized to maximize support. A wide range of educators across the school and district contribute to this work, creating a shared responsibility for meeting student needs. This shared commitment reduces group size and increases individualized attention, strengthening outcomes across grade levels. Specialty teachers play an active instructional role in the district’s support model. Music, library media, and physical education teachers assist with WIN time scheduling and small groups while intentionally continued 12
reinforcing literacy and math concepts within their own classrooms. As a result, enrichment spaces extend and strengthen foundational skills, ensuring that intervention and core instruction remain connected. In third-grade math, retired educators and interns tutor groups of up to four children, reinforcing classroom instruction while addressing specific skill gaps. Students remain connected to Tier 1 instruction while receiving targeted support that builds both confidence and competence. Designed Around Individual Growth At Lakeside, intervention and enrichment are designed around the individual child, with teams responding quickly when data reveals areas of need. Services are coordinated carefully so that supports complement one another and are adjusted through data review and collaboration. Leaders monitor progress and refine structures as children demonstrate growth. Lakeside’s individualized approach ensures that learners with emerging skill gaps are identified early and supported intentionally. For example, when fluency concerns arise, educators design targeted interventions delivered during the school day. Consistent analysis of student progress allows teams to see measurable gains in both performance and confidence. Early, purposeful support strengthens outcomes before challenges compound. Ms. Brown noted that this dedication to children’s growth begins at the top. Leadership makes a way to provide teachers and children with what they need in materials, along with the encouragement and inspiration to be their best. She shared that you can feel that commitment when you walk down the halls, a genuine care for children that permeates classrooms and conversations. Across Lakeside School District, intentional layers of support are aligned across roles and grade levels. Intervention is prioritized, enrichment is protected, and available resources are organized around one goal: sustained student growth. 13
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
Benton School District
Technology Director
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UPCOMING EVENTS | SEP-NOV
Facilities Managers!
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Register Now! Federal Coordinators! Opening Soon! SAVE THE DATES! Opening Soon!
Publication Sneak Peek: The Cutting Edge This segment features content from other AAEA publications. The Cutting Edge is a monthly publication available to AACTEA members. The following excerpt comes from the July 2026 issue.
Clinton High School Opens Aerospace & Technical Training Center A new chapter in workforce education officially began in Van Buren County as the Clinton School District recently celebrated the ribbon cutting of the Clinton High School Aerospace & Technical Training Center. The innovative training center is the result of a partnership between the Clinton School District, Clinton Municipal Airport, University of Arkansas–North Arkansas College, and Dawson Aircraft. The collaboration creates a unique opportunity for students to receive hands-on aviation maintenance and technical education while preparing for careers in one of Arkansas’ fastest-growing industries. The program covers key subjects such as aerodynamics, aircraft handling, electricity, and other critical aviation-related topics. The twosemester training covers the knowledge and skills outlined in the FAA Aviation Mechanic General Airman Certification Standards (ACS), providing a strong foundation for students who progress to an approved FAA Aviation Maintenance Technician School. In addition to earning Northark’s Certificate of Proficiency, completers will have the opportunity to earn the Aviation Technician Education Council (ATEC) General Aviation Maintenance Credential. This credential may enhance employability for those going straight into the workforce. One of the highlights of the celebration was the generous donation from Dawson Aircraft. The company donated two airplanes along with a variety of aircraft equipment, giving students invaluable real-world experience working on actual aviation systems.
UA-Fayetteville College of Education & Health Science Expands 2+2 Partnership with UA-Rich Mountain UA-Fayetteville and the University of Arkansas Rich Mountain (UARM) are expanding their ongoing partnership by adding two new 2+2 agreements for students exploring careers in exercise science and recreation and sport management. The new agreements, which will take effect beginning in the fall 2026 semester, enable students to earn an associate’s degree at UARM before transferring to UA-Fayetteville to complete a bachelor’s degree in exercise science or recreation and sport management through the College of Education and Health Professions. The new agreements allow students to spend their first two years at UARM earning either an Associate of Arts or Associate of Science degree while also taking courses that will transfer to the University of Arkansas at Fayetteville. After transferring, students will be required to complete an additional 60 hours to earn their Bachelor of Science in Recreation and Sport Management or Bachelor of Science in Exercise Science. Interested in more from The Cutting Edge? Contact our office at 501-372-1691. 16