SAES NOTES - APRIL 2024


Buzzer Beaters and the Greatest Reverse-Eclipse of All Time


This weekend, college basketball fans across the country will celebrate the culmination of “March Madness” as the final four teams in both the men’s and the women’s brackets battle it out on the hardwood to be named “national champion.” As always, this year’s tournaments have been full of drama and surprises, underdogs and redemption stories. Perhaps the biggest story of the tournaments so far has been the 11-seeded NC State men’s team, who some think was the very last team to make the tournament by virtue of an improbable ACC tournament win. From there, the Wolfpack has surprisingly advanced to the Final Four for the first time since they first shocked the world by beating a highly-favored Houston team in the 1983 National Championship game in perhaps the most iconic college basketball buzzer beater of all time. Interestingly, this year’s NC State women’s team is also a bit of a surprise member of the women’s final four after knocking off a top-seeded Texas team.     


Prior to the men’s championship game on Monday, a large swath of the world will experience the darkening skies of a complete solar eclipse, and many SAES schools and Episcopal communities will take this opportunity to don special glasses and dig deep into some astrophysics. (examples: St. Stephen’s Austin (with a great eclipse playlist!), the DWTX


In this context of springtime surprises, buzzer-beaters, darkness, light, and redemption stories, and in the midst of the 50 days of the Easter season, let us consider this unexpected and shocking truth revealed by the apostle Paul in his letter to the Ephesians: 


“For it is by grace [God’s remarkable compassion and favor drawing you to Christ] that you

have been saved [actually delivered from judgment and given eternal life] through faith. And

this [salvation] is not of yourselves [not through your own effort], but it is the [undeserved,

gracious] gift of God; not as a result of [your] works [nor your attempts to keep the Law],

so that no one will [be able to] boast or take credit in any way [for his salvation].” 

Ephesians 2:8-9 (AMP)


NC State may have shocked the college basketball world in 1983 with an improbable last-second victory, and they have somehow positioned themselves for another chance in 2024 after being left for dead in the regular season. But the greatest victory of all time happened when Jesus pulled the reverse-eclipse on death and darkness and shocked all of creation with His unconventional message of forgiveness and unconditional love. It began with humility and suffering on a cross then proceeded as Jesus passed through the darkness of death in the tomb. But on the third day, the stone was rolled away to reveal a miracle - Jesus had emerged victorious from the darkness of death and into the radiance of Resurrection, pulling off the ultimate and eternal victory of light over darkness, available to all by grace through faith in the hope and joy of the empty tomb! 


At the Final Four games this weekend, great crowds will cheer on their favorite teams, and champions will be crowned. During the solar eclipse, people will gather to witness an astrological phenomenon and contemplate their place and purpose in a vast universe as darkness overtakes the light and light re-emerges from the darkness. As part of the Episcopal school community, we have the honor and privilege (and responsibility) of being part of that “great crowd of witnesses'' referenced in Hebrews 12, so let us respond with wild enthusiasm and great hope and joy as we celebrate the ultimate buzzer-beater and the greatest reverse-eclipse of all time.  


LGLO 

Selected Resources for Reflection, Learning, and Growth

Reportable Conditions - Are You Aware?:

The principal or other chief administrator of a private school must report the names of children suspected of having a reportable condition, i.e. diseases listed by the Department of State Health Services and the executive commissioner of the Texas Health and Human Services Commission, to the local health authority, or the Department of Health regional director per the Texas Health and Safety Code §§81.003(10); 81.041(c) and 81.042(c).  The list of reportable conditions and reporting information may be found here


One of these reportable conditions is pertussis, also known as whooping cough.  The American Lung Association published five things to know about pertussis (whooping cough).  The webpage includes information on who is most affected, statistics, symptoms, vaccines, and prevention strategies. Share how to stop the spread of whooping cough with teachers, parents, school staff, and community members.  


A Sigh of Relief for Private Schools: 4th Circuit Rules Tax-Exempt Status Does Not Trigger Title IX Coverage

A federal appeals court ruled recently that Title IX does not apply to a private school based purely on its nonprofit status, reversing a lower court’s bombshell decision that put the entire private and independent school community on notice.


Election-Related Policies: A Guide for Independent School Leaders

To support a positive, inclusive learning and working environment for both students and employees, and to outline election season expectations, many independent schools use a combination of policies, preemptive planning, training and other ongoing education, and communications.


Compassion Vs. Empathy

“developing social and emotional competencies, such as compassion, can help teachers respond effectively to students’ needs while protecting the teacher’s own well-being.


Why Children Need Risk, Fear, and Excitement in Play

And why adults’ fears put them at risk


GallUp Research:  Understanding the K12 Teacher Experience

While K-12 teaching is, for many in the profession, inherently purposeful, some leaders in education mistakenly believe that the mission-rich nature of educators’ work alone is sufficient to keep K-12 teachers in the classroom.


The Terrible Costs of a Phone-Based Childhood

Something went suddenly and horribly wrong for adolescents in the early 2010s


The Best Leaders Are Not Afraid of Being Vulnerable

We’ve learned that when people are willing to be authentic at work, they’re also more willing to take creative risks, share their perspectives without fear of a consequence, and make valuable contributions that can only be expressed within a culture that values trust and inclusion. 


A New Research-Based High-Frequency Word List for Early Reading

Instruction

Existing sight word resources available to teachers are extremely outdated and/or methodologically unsound. In this Teaching and Learning in Action article, a new research-based list of high-frequency words is released for teachers, the Children’s Picture Book Sight Words


Early Learning Mini Series

Four Pre-Recorded 1.5 Hour Sessions


Available for Viewing



Topics Include:

  • Powerful Learning Through Student-Centered Project Work
  • Working Science and Environmental Initiatives Into School Culture
  • Bridge to Kindergarten: Give the Gift of Possibilities
  • WonderLab
Register Now to Access Recordings

Upcoming Webinars

How To Building A Historical Financial Dashboard

April 20, 2024

4:30 pm - 6:00 pm (CST)


$199 Per Member School


Data is a school's best tool for making good decisions - and having a historical financial dashboard is one of the best ways to keep that data organized. Participants will explore how a historical financial dashboard can be used to “mine” critical data to inform the budgeting process, admissions, and enrollment management.

Register Now



Summer Planning: Checklist of Things To Do This Summer

May 7, 2024

2:00 pm - 3:00 pm CST


Summer is almost upon us - and yet, every school leader knows that planning for the next school year begins earlier than June. Join Rob Devlin and Mary Katherine Duffy as they discuss the various items that should be included in your summer planning for the new school year, including the building of a monthly financial dashboard!

Register Now


On-Site Board Training - Limited Spots available for Summer/Fall 2024


“Foundations of Episcopal Identity” 

and

“Key Practices of a High Functioning Board”


In a recent multi-year E.E. Ford Foundation study of accreditation recommendations from 207 independent schools representing 16 accrediting associations, 53% of all recommendations (and 63% of recommendations for SAES schools) involved recommendations related to “Board Fundamentals,” such as the purpose and duties of a board and the essential practices and policies of a board which contribute to school success and stability.  


In pursuit of the goal of promoting and supporting effective school governance, SAES is offering a limited number of on-site board training sessions facilitated by an SAES professional staff member.  For $950 plus travel, each session includes an interactive presentation on the foundations of Episcopal identity and an in-depth review of key practices for a high-functioning board.  Contact the SAES office to request more information and to reserve your date.  

ACCREDITATION NOTES

As we begin the final quarter of the year, I know that many school leaders are negotiating countless special events while also trying to conclude current-year initiatives and plan for year-end meetings and summer work.  In the midst of all that, I’d like to call your attention to SAES Standards D.4 (Organization and Administration) and E.4 (Teaching and Learning):


D.4   There is an annual review of school organization, curriculum,

administration, instructional facilities, and the determination of

short- and long-range needs.


E.4 The school provides evidence that it is engaged in ongoing review,

evaluation, and development of its educational program, using data to

assess, report, and monitor individual and collective student progress; and

shows evidence of using the assembled data to make program adjustments

and sustainable decisions. 


While the focus of these two standards is different, both involve the important work of review and reflection.  How did things go this past year?  Where did our organizational structure or policies not adequately support us?  Do our curriculum and pedagogical practices serve our students well and fulfill our mission optimally? How could we do better?  These are important questions, and healthy schools make a point of asking them.  


When schools are in their Self-Study or Five-Year Interim Report years, they must answer specific questions about the school's efforts to comply with D.4 and E.4.  Visiting Teams also ask questions to ascertain whether the school is meeting the expectations of these standards.  What is important is that there is a process, even a habit, for reflection and self-review. 


As school leaders, we all know how easy it is for the urgent to get in the way of the important.  During the pandemic, most of us spent most of our time on the urgent, and the important process of self-assessment and review went by the wayside–that was understandable and even necessary in that time.  Now that we have all emerged from that time of urgency, however, I encourage you to build time this spring and summer for the very important work to which Standards D.4 and E.4 call us.  


Chris Carter

SAES SOLUTION PARTNER HIGHLIGHT

Contact: Sandra Riojas


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The mission of the Southwestern Association of Episcopal Schools is to lead, nurture, and unify Episcopal schools in order to advance academic excellence within the faith community of the Episcopal Church.

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