Volume XLV                            November 2023

No. 333

Reflecting on the End of the First Quarter
by Taylor Salmi, MCASE President 

As the first quarter of the school year draws to a close, I find myself reflecting on the journey we have completed thus far.  As administrators, we are acutely aware of the unique challenges and triumphs that come with each new academic year.  The first quarter serves as a significant milestone, offering a glimpse into the collective effort, resilience and unwavering commitment it takes to create an inclusive and supportive learning environment for all students.

The beginning of the school year is marked by anticipation and excitement, both among students and educators. It's a time of new faces, fresh curriculum, and the opportunity to make a lasting impact. I also need to take a moment to acknowledge the challenges we encounter in the first quarter. Budget constraints, staffing issues, and unexpected hurdles are a reality of our field. However, it's in overcoming these challenges that our dedication and resilience truly shine. We adapt, we problem-solve, and we ensure that every student's needs are met to the best of our abilities.

As we conclude the first quarter and move forward into the rest of the school year, there is a sense of anticipation for the possibilities that lie ahead. The journey of administrators and all educators is a constant process of learning, adapting, and advocating. We remain steadfast in our commitment to creating inclusive and equitable educational experiences for all students.

The challenges we face may be significant, but the rewards are immeasurable. The first quarter serves as a testament to the dedication and passion of all those involved in education. Together, we will continue to navigate the complexities of our field, ensuring that every student's potential is unlocked and celebrated.

 AI in the Classroom - Policies and Procedures for K12 Administrators

by Dr. Rob Watson, SAM Executive Director

It’s evident that Artificial Intelligence (AI) is no longer a futuristic concept but a present reality, influencing various aspects of our daily lives. In the realm of education, AI has the potential to revolutionize the learning experience and provide personalized and adaptive resources for students. However, integrating AI into the classroom requires thoughtful policies and procedures to ensure its effective and ethical use.

Just like many of you, I have been reading several guidance documents related to AI in an attempt to locate something that has a common sense approach. One such document has been created by the Michigan Virtual School, Planning Guide for AI: A Framework for School Districts. It has been endorsed by the educational partner organizations in Michigan. Below are a few of the key findings from this guide that I believe will be important for administrators.

1. Establish Clear Guidelines: Policies that address plagiarism, authorship, and properties of original work should outline the ethical principles that govern AI integration and guide decision-making processes. Students should know when it is appropriate to use AI and when it is not appropriate.

2. Data Privacy and Security: Develop robust policies regarding data privacy and security. Specify the type of data collected, how it will be used, and who will have access to it.

3. Professional Development:  Provide ongoing professional development opportunities for teachers to familiarize themselves with AI technologies. AI can free up valuable time for teachers to focus on higher-order instructional activities that require human expertise, such as providing personalized feedback.

4. Assessment: AI has the potential to support and improve the assessment process, enabling educators to holistically evaluate students’ knowledge, skills, and competencies. Encouraging teachers to explore this AI potential could have huge benefits.

5. Student Use: Providing access to AI is important for many students, while at the same time helping them to understand the appropriate use of AI. Equipping students with knowledge about AI capabilities and limitations allows them to make informed decisions and navigate the AI landscape responsibly.

6. Ethical Considerations: Encourage discussions around the ethical implications of AI in the classroom. Foster a culture that values responsible and ethical use of technology. Equip students with the critical thinking skills necessary to navigate an AI-driven world.

7. Parental Engagement: Engage parents in the conversation about AI in education. Provide informational sessions, workshops, or newsletters to keep them informed about the benefits and safeguards in place.

By proactively addressing these policy and procedural considerations, K12 schools can harness the full potential of AI as a valuable resource in the classroom. Wishing everyone a successful and innovative academic year.

Rob

SAM Webinar Series
Thursday, November 9 
Developing Early Literacy Programs with HB 352

At the upcoming SAM webinar on November 9 at 10:00, we will review developing early literacy programs in light of the passing of HB 352 which focuses on targeted intervention for reading proficiency.  We will hear from members of the Early Literacy Advisory Council about the work that has been done and the recommendations that will go to the Board of Public Education at their November meeting. There will be time to ask questions about what can and cannot be done to support students through these programs.  Be sure to join us for the conversation. 

SAM Webinars are scheduled for the 2nd Thursday of each month at 10:00 AM. 

Join SAM Zoom
https://us06web.zoom.us/j/3923446729

Montana Principals Conference 2024 Keynote Speaker Announced & Registration Open

Registration is open for the 2024 Montana Principals Conference scheduled for January 21-23 at the Copper King Hotel & Convention Center in Butte.

Organized by MAEMSP and MASSP leadership, this conference promises to be an outstanding professional learning experience featuring several keynote speakers and a variety of breakout sessions. The event will focus on timely topics including leadership, climate and culture, behavior, mental health, and assessment. 

Keynote Speaker: 

Dr. Salome Thomas-EL, aka Principal EL, is an award-winning principal and teacher, an internationally recognized speaker, and author/co-author of five best-selling books. Principal EL believes that resilient leaders make courageous decisions, take risks, and challenge the status quo. They are able to bounce back from adversity to become innovative and transformational to ensure all teachers and students achieve their dreams, no matter the odds. Transformational leaders shift mindsets and inspire others to effect change. In his thought-provoking presentations to over 100,000+ attendees, Principal EL shares how we can change school cultures and foster a positive school climate so teachers and leaders can focus on the protective processes that build resilience in all of our students.

It's a perfect opportunity for principals from across the state to come together, collaborate, and reenergize as they prepare for the second half of the school year.

Watch for more information and draft agenda coming soon.

Click here to register for the
Montana Principals Conference 2024

Annual Public Opinion Poll Results Published

The annual public opinion poll results from the Coalition of Advocates for Montana's Public Schools have been published. 

Highlights include:

1. People express the strongest support for local schools in their community, followed by support for other local schools in Montana communities. The perspective on the state of public schools across the nation is much less positive.
2. Voters overhwelmingly prefer that their public schools offer a well-rounded education to all children, including early childhood education, gifted and talented, music, art, physical education, technology, career and technical and advanced placement courses. 83.3% prefer the availability of a well-rounded education, compared to only 11.5% that prefer core curriculum only.
3. The largest percentage of voters (48%) believe that local school boards should have the most authority over how public schools are operated. Those who believe others should have the most say identify the board of public education (27%), the Governor (6.1%), the state superintendent (4.9%), the federal government (3.5%) and the Legislature (2.6%).  Those who are "not sure" came in third place at 8%.
4. Voters trust educators (i.e., trustees, teachers, administrators) the most to provide what is best academically for students in Montana's public schools. Compared to the 60+% identifying educators, 13.8% identified the board of public education, 9.3% were unsure, 6% identified the United States Department of Education, 5.6% identified the state superintendent, 2.7% identified the Governor, 1.4% identified Congress and 0.8% identified the Legislature. 
5. Voters overwhelmingly (79.2%) prefer that their elected trustees act in a nonpartisan manner, with only 9% expressing a preference for school board trustees making decisions based on partisan political party affiliation. 
6. In a sobering result, a narrow 51% majority of likely voters now support using public funds for private K-12 schools, compared to 40% who oppose such funding. 9.5% remain unsure on this controversial issue.
7. Voters also express general support for school levy elections (52.3%), while 32.2% say it depends on the issue.  Levels of support tend to rise for levies related to safety and technology infrastructure while support for specific projects tends to lag substantially behind other types of levy elections.
8. Voters have high expectations of their public schools expressing their believe in the importance of schools that are:
1. Equitable (76.5%)
2. Socially and emotionally supportive (86.1%)
3. Safe (94.3%)
4. Collaborative with families (92.6%)
5. Supportive of school employees (90.5%)
6. Academically excellent (91.9%)
9. Voters prefer state elected leaders who support improvement and innovation in public education 66.9% compared to the 22.7% that prefer a state elected leader that supports public funded private alternatives to public education. Correspondingly, voters prefer an elected state leader who supports increasing funding for publics schools 67.4% compared to the 15.1% who prefer a leader who supports decreasing or freezing funding for public schools.

Overall, these results suggest a continued strong level of support for the work of Montana's public schools as well as a strong preference for local control and governance exercised as close to where the impact can be felt as possible.  

We hope these results assist you in advocating for the public schools in your community and in ensuring greater public awareness of the perspectives of likely voters.