Issue 2 | 2024-2025 OFFICIAL PUBLICATION OF THE UTAH ASSOCIATION OF PUBLIC CHARTER SCHOOLS CELEBRATING 25 Years of Charter Schools in Utah Back to School: Former Students as Employees
©2025 Utah Association of Public Charter Schools (UAPCS) | The newsLINK Group LLC. All rights reserved. Charterology is published two times per year by The newsLINK Group LLC for UAPCS and is the official publication for this association. The information contained in this publication is intended to provide general information for review, consideration and education. The contents do not constitute legal advice and should not be relied on as such. If you need legal advice or assistance, it is strongly recommended that you contact an attorney as to your circumstances. The statements and opinions expressed in this publication are those of the individual authors and do not necessarily represent the views of UAPCS, its board of directors or the publisher. Likewise, the appearance of advertisements within this publication does not constitute an endorsement or recommendation of any product or service advertised. Charterology is a collective work, and as such, some articles are submitted by authors who are independent of UAPCS. While a first-print policy is encouraged, in cases where this is not possible, every effort has been made to comply with any known reprint guidelines or restrictions. Content may not be reproduced or reprinted without prior written permission. For further information, please contact the publisher at (855) 747-4003. EXECUTIVE DIRECTOR’S MESSAGE 4 25 Years of Greatness By Royce Van Tassell, Executive Director, UAPCS 6 2025 Charter Day on the Hill 8 Back to School: Former Students as Employees 12 Utah Charter School Conference Preview 15 ACES: Aspiring Charter Executive Seminars 16 2025 Legislative Summary 18 Flipped Learning Successes at Utah Connections Academy By Mollie McBroom, Interim Director, Utah Connections Academy 20 Incubator Fellow Program 22 Board Training Evaluating Your Director By Kim Dohrer contents
EXECUTIVE DIRECTOR’S MESSAGE Royce Van Tassell Executive Director, UAPCS 25 YEARS
OF GREATNESS The end of another school year is fast approaching. And not just any school year. For those of us with a long enough memory, we know that this is the end of the 25th year of charter schools in Utah. Many of us gathered in January for a 25-year gala. We’ll continue that celebration at our conference, where we’ll celebrate the leaders who paved the paths that we are treading today and look forward to the possibilities of tomorrow and beyond. In this issue of Charterology, we take some time to celebrate our successes by profiling charter school graduates so transformed by their school that they returned to work at the school now that they are “adulting.” In many ways, our graduates are the best indicators of our success. So we’re thrilled to share with all of you many of the graduates you’ve introduced us to. We also look back on the great time we had at this year’s Charter Day on the Hill. There’s a lot of preparation that my team and I put in to make that “party” happen, but it’s always a great party. I hope everyone enjoyed their tours of the Capitol. I was so thrilled with the performances your students shared. The legislature heard your voices and saw the great things you are doing across the state. Utah’s legislators like charter schools because you do such great work. Speaking of which, the legislature has adjourned sine die. We now have a relatively clear picture of what the funding and legal structures we’ll work with next year are going to be: 4% increase in the WPU and 9% increase in the LRF. Later in this issue, you’ll see a broader summary of the key funding increases the legislature put in the education budget and a similar summary of important policy changes the legislature adopted. This issue also previews some of UAPCS’ programs to help schools open and stay strong. Our ACES series helps develop a pipeline of directors ready to take the reins when directors retire, start another school or move on for any of a myriad of other reasons. Similarly, you’ll read about the experiences of Taylor Smith, the first graduate of UAPCS’ incubator program, and the school directors he worked with. We are looking forward to three more participants next year and hope that these combined programs will help our new schools and new campuses start and stay strong. And of course, you’ll see a preview of our upcoming conference. We’ll have well over 80 breakout sessions on topics ranging from “AI in Utah Education” to “Winning the Hearts and Minds of Parents.” We hope you’ll all join us again this year. Connections Academy has done some remarkable work flipping the classroom, and their director takes a few pages to talk about how teachers can use a flipped classroom to deepen students’ understanding. (Sometimes, I wonder why it’s taken us so long to figure out that the infamous “Sage on the Stage” was never the best use of a teacher’s skill!) This issue closes with an excellent article on how and along what dimensions boards should evaluate their school’s director. In many ways, the relationship between the director and the board is the most important in a school’s success. And the process of evaluating a director is key to identifying key strengths and weaknesses and planning how each can reinforce each other. In her article, Kim distills her decades of board and director experience to help us better understand how to make that process successful and that relationship stronger. Keep up the good work. Enjoy this beautiful spring as summer wrestles winter for dominance. Spring in Utah is so beautiful. Breathe in the fresh air, and let’s celebrate the next 25 years of greatness in Utah’s charter schools. 5
2025 CHARTER DAY ON THE HILL Charter Day on the Hill was on Jan. 21, 2025 — the first day of the legislative session! Utah Military Academy presented the flag and Syracuse Arts Academy led the Pledge of Allegiance. Lt. Gov. Diedre Henderson addressed students after being introduced by Stephanie Speicher, vice chair of the Utah State Charter School Board. We had performances by the following: • Vista School Orchestra • Utah International Charter School • Canyon Rim Academy Jump Rope Team • Gateway Preparatory Academy • Merit Preparatory Academy Roots Band • Treeside Academy • Advantage Arts Academy • Salt Lake School for the Performing Arts • Pacific Heritage Academy We also had Utah State Capitol tours and served over 100 pizzas! Sponsors included National School Choice Week, Able & Strong and American Insurance. Utah Military Academy Pacific Heritage Academy Utah International Charter School Treeside Charter School 6
Vista School Merit Preparatory Academy John Dougall leads a tour group. Canyon Rim Academy Rich Nye, Royce Van Tassell, Lt. Gov. Henderson, Stephanie Speicher, Paul Kremer 7
BACK TO SCHOOL: FORMER STUDENTS AS EMPLOYEES Olivia King Literacy Paraprofessional “The teachers were so good; it made me want to come back and work here.” Jacob Davis SpEd Paraprofessional “I enjoy the sense of community here and it’s something I wanted to be a part of.” Simon Davis Recess Aide Jarrett McCulloch Chemistry Teacher “I always enjoyed my time here, and I always appreciated that it’s a very small school. I thought that allowed teachers to have a good relationship with the students. I always enjoyed that as a student and wanted to provide that as a teacher as well.” Gracie Crane “Overall, it’s a good learning environment for the kids.” Haley Crane Paraeducator Shaley Mills Paraeducator Jeremy DeForest Jr. High Boys Basketball Coach Sydnie Buck Support Services Secretary Baylee Dutson PRN Sub SpEd Paraeducator Summer Mohowski PRN Sub SpEd Paraeducator Alyxandra Morrill Secretary “It’s fun to interact with all the kids. It is a close, tight-knit community.” McClain King First-Grade Teacher “It’s so cool that I am working with people who have taught me. Seeing the flip side of that has been great. There is so much love at the school here.” Other employees not pictured: We recognize many schools have former students working as teachers, paraprofessionals and other staff. This article just highlights a few of them! 8
Shawnette Abraham Secretary “I attended K-6 when it was a district school and have worked at the school since it was opened as a charter school in 2007.” Maddy Pettit Second-Grade Teacher Serena Knaphus Fourth-Grade Teacher “I love the community here. With our families and our staff, we are a tight-knit community.” Hanna Broome Fifth-Grade Teacher Other employees not pictured: Calli Hodson Fifth-Grade Teacher Paige Pectol Third-Grade Teacher “Our teachers are amazing, with high trust and collaboration, and they are willing to go to each other to meet student needs. I love who I work with.” Ashton Haga Second-Grade Teacher Megan Dufield Art and Yearbook Teacher “I love this school. I can say that with a true passion. The teachers genuinely care about the teachers. The admin genuinely care about the teachers. It makes things work. I can tell the students, ‘I’ve been in your shoes; I can help you with this.’” Connie Barrett Social Dance and Food Teacher “I remembered how much I learned from my teachers and how much they influenced me to do well in high school.” Sofia Fischio-Pingel Art Teacher “I love working for a charter school where specialties are full-time. I love the opportunity to work with students year to year and have the opportunity to build my own program. Freedom does a great job at building connections and student growth.” Bella Tucker RTI Paraprofessional Karina Flores Paraprofessional PROVO ELEMENTARY 9
Mollie Howard Woods Second-Grade Teacher “I love our emphasis on character values; teaching kids to thrive academically and in terms of their character is important to me, too. We prioritize ability grouping, making sure that kids can learn at their level and feel successful, which really helps in their growth. It helped me as a kid.” Kaylee Sparks Pitts Teacher Mentor “I went from a student to a sweeper after high school, to a paraprofessional during college, to a teacher, and now a teacher mentor.” Allyson Pierce Admin Assistant, Data Manager Other employees not pictured: Alaysha Whitehead Paraeducator Hayden Howard Paraeducator The following employees are still in high school or college and work part-time as custodial sweepers: Bella Livingston Lizzie Manning Annabelle Rowley Evan Rowley Sam Ramirez Rachel Wright Reading Interventionist “I have so many good memories here. I was a charter school kid for my whole life. I loved the small close environment and the focus on education was a big deal to me and my parents.” Lindy Wilkinson Second-Grade teacher “I just love Odyssey. This is basically just my home. Odyssey just raised me. The focus has never changed.” Katie Hunt SpEd Teacher “I feel like I have made a big family and friend connection here as a student. I’m married to someone I met in fourth grade here. I love the sense of community and belonging that charter schools create. Now that I am an employee here, I have the same family connection and bond with my coworkers.” 10
Candace Higginbotham SpEd Teacher “I found my love for learning at Thomas Edison, and I had so many awesome teachers throughout my time at Thomas Edison. It made it really easy to envision what kind of teacher I wanted to be. There’s not a better place to be that kind of teacher than where you had such great examples.” Tia Davis Seventh-Grade English Teacher “After working at other schools, I came back with a new appreciation for the mission and vision of the school and how to help students achieve that.” Avery Killpack Second-Grade SpEd Aide “I chose to come back because I really admire the professionalism and commitment from all the teachers here. The school has always created such a positive learning environment that causes the students to thrive.” Addison Loveland Aide “I can see the skills I got here that helped me in high school. The structure is truly amazing.” Ashlyn Bair Third-Grade SpEd Aide “The teachers in here are so amazing, and I knew I wanted to learn from great teachers.” Mackenzie Jensen Aide “Everyone that works here genuinely cares about their students and wants to see them improve and succeed.” Sydnee Finley Fifth-Grade SpEd Aide “Working here helped me realize what I wanted to do. I love working with kids and am working on my teaching license.” Devin Glenn Eight-Grade English Teacher Andrew Brown SpEd Paraprofessional, Coach “I came back because I believe in Maeser’s mission. It’s full of experienced and dedicated teachers who really believe in the Socratic learning method and devote their lives to the bettering and growth of the students they work with. I loved what they did and wanted to be part of their team.” Other employees not pictured: Angelina Capella High School JV Girls Basketball Coach Michael Cross High School JV Boys Basketball Coach 11
WHAT TO EXPECT When: Tuesday, June 10, and Wednesday, June 11, 2025 Where: Davis Conference Center in Layton, Utah Who: Open to all the charter school community — administrators, teachers, board members, business managers and staff. How: Scan the QR code to register today! https://www.utahcharters.org/event/register/uapcs-2025-charter-school-conference UTAH CHARTER SCHOOL CONFERENCE PREVIEW 12
KEYNOTE SPEAKER DARYL WILLIAMS JR. Speaker, Coach, Coach Administrator Daryl Williams Jr. is a man of excellence and a shining example of how excellence, when pursued, can be achieved. His career in education has seen him teach, coach and now administer to those under his watch. His talents go far beyond this, as his larger-than-life persona is infectious to anyone he interacts with, motivating them both inside and outside the classroom to achieve excellence. Known not only for his resonating words but also his enthralling energy, Daryl’s style gives his talks an enduring impact no matter the size or event. He started by teaching middle school math for six years before taking the step forward to becoming an instructional coach. His hard work resulted in him garnering a National Boards Certification, two Teacher of the Year awards, and not one — but two — master’s degrees from Johns Hopkins University and the University of North Carolina, respectively. Currently, in his role of assistant principal, he continues to make strides as he works to support educators in elevating their classroom practices to enhance student growth. Through his company, Pursuit of Excellence, Daryl has made it his mission to help new teachers become the teachers they have always wanted to be and make the impact that students deserve. Through his thought leadership, keynotes, training, workshops and resources, he empowers new teachers to make the impact they’ve always dreamed of making. It is clear that Daryl cares deeply about each and every student he strives to impact, and his work in education is only beginning. BREAKOUT SESSIONS UAPCS will have over 80 breakout sessions to attend! Re-licensure points in MIDAS are available for all breakout sessions and the keynote! Graduate-level credit will also be available through Southern Utah University. This year’s breakouts include: • How and Why You Should L.E.A.D. • Lead with Story — How Your Story Can Light the Way for Others • AI with Heart: Building Authentic Learning Experiences to Boost Engagement • Empowering Student Sensemaking — A Student Driven Approach to Instruction • No, it’s not Harry Potter! Creating a House System for Your School • The ABCs of Building Rapport 13
CONTACT US TODAY TO PLACE YOUR ANNOUNCEMENT AD. SHOW-OFF. THERE'S NOTHING WRONG WITH BEING A Call (801) 676-9722 or scan the QR code to get started. Place QR Code Here ▷ Show off your employees. ▷ Show off your accomplishments. ▷ Show off a job well done. Employees are motivated when they are recognized and feel valued. This magazine is a great platform to celebrate your team’s accomplishments! DID YOU KNOW? Enjoy your association news anytime, anywhere. Scan the QR code to visit our online publication to stay up to date on the latest association news, share articles and read past issues. charterology.thenewslinkgroup.org 14
ACES: ASPIRING CHARTER EXECUTIVE SEMINARS This course will provide training targeted at individuals interested in becoming charter school administrators. Five classes will be provided in conjunction with the UAPCS Summer Conference (you will need to register for the conference), and two classes will be over Zoom. Those who complete the course will receive: • Relicensure points. • Scholarship to the 2026 UAPCS Conference. • Certificate of Completion. • Be included in a hiring pool. DATE TIME CLASS TITLE PRESENTER June 10, 2025 8:30 a.m.-9:40 a.m. When Parents are Behaving Badly: Legal and Practical Options for Responding to Parent Demands or Hostile Communications Erin Preston In-Person June 10, 2025 9:45 a.m.-11:00 a.m. Financial Stewardship in Charter Schools: Mastering Funding and Budgeting for Directors Jeff Besinger In-Person June 10, 2025 11:15 a.m.-12:30 p.m. The Trickle-Down Effect: How Supporting Teachers Creates a Thriving School Amy Edwards In-Person June 10, 2025 2:00 p.m.-3:00 p.m. Navigating Utah’s Teacher Licensing Landscape: A Director’s Guide to Charter School Compliance Malia Hite In-Person June 11, 2025 9:00 a.m.-10:00 a.m. The Leadership Lens: Evaluating & Evolving Your School’s Systems and Procedures Doug Stump In-Person June 16, 2025 9:00 a.m.-10:30 a.m.* The People Puzzle: HR 101 for School Leaders Brad Nelson Via Zoom June 23, 2025 9:00 a.m.-10:30 a.m.* Feedback for Growth: Navigating Teacher Evaluations with Confidence Anthony Sudweeks Via Zoom *Times are subject to change. REGISTER FOR THE SUMMER 2025 ACES COURSE! https://forms.gle/qoabB9M53U9RGsAw9 15
2025 LEGISLATIVE SUMMARY FISCAL WINS ONGOING FUNDING 4% increase in the WPU 9% increase in the LRF $1,000 teacher ongoing pay increase $446 ongoing increase to Educator Salary Adjustment ONE-TIME FUNDING $50 million educator support professional bonus $77.7 million continuation of teacher preparation hours $12.8 million continuation of Stipends for Future Educators grant $7.3 million continuation of Grow Your Own Educator Pipeline grant $25 million School Safety grant $65 million Career and Technical Education Catalyst grant PASSED HB 40 (Rep. Ryan Wilcox) School Safety Amendments • Glazing instead of film on exterior windows surrounding immediate entryways. • Safety assessment due Oct. 15 conducted “at least once every three years.” HB 105 (Rep. Rex Shipp) Firearm Safety in Schools Amendments • An LEA must do a brief firearm safety instruction: three times in K-6 grades, two times in middle school and one time in high school. • The expectation is that the instruction varies by age — and may only take five minutes. • Students may be opted out of the instruction by parent/guardian. HB 77 (Rep. Trevor Lee) Flag Display Amendments • Defines permitted flags: the official flag of the United States, an official Utah state flag, the current and official flag for another country, state or political subdivision of another country or state, a flag that represents a city, municipality, county or political subdivision of the state, a flag that represents a branch, unit or division of the United States military, the National League of Families POW/MIA flag, a flag that represents a Native American tribe as defined in federal law, an officially licensed flag of a college or university, an official public school flag, or an official Olympic or USOC flag. HB 100 (Rep. Tyler Clancy) Food Security Amendments • If an LEA participates in the federal school lunch program, this law eliminates the distinction between free and reduced lunch prices. • State Board is to reimburse LEAs for the difference between “federal reimbursement rates for a meal” and a “reduced price meal.” • Appropriation of $2.5 million to the State Board. 16
POLICY HB 191 (Rep. Jordan Teuscher) High School Credit Amendments • May use packets for original or replacement credit if LEA approves the packet as instructional material or the State Board recommends the packet. • Students may not use packets to improve a grade. • LEAs must assign a distinct course name and number for credit earned via packets. HB 281 (Rep. Stephanie Gricius) Health Curriculum and Procedures Amendments • “Restricted services” are mental health services provided in a school setting. • An individual providing restricted services must have been appropriately licensed or be supervised by someone with an appropriate license. • LEAs must obtain parental consent before providing restricted services. • Except in an emergency, restricted services may only cover subjects identified by parents. HB 344 (Rep. Mark Strong) School Fees Amendments • Fundraising is NOT a fee. • A student must have a path to obtain a diploma that does not require the student to pay a fee. (Does not require an LEA to provide — fee free — a specific course of program, or the student’s preferred course, activity, etc.) • Non-fee course is a course that generates credit in ELA, health, math, science and social studies. • May not charge a fee for a “non-fee course.” • EXCEPTIONS MATTER — SO LOOK CAREFULLY AT THIS BILL. HB 397 (Rep. Doug Welton) School Fee Waiver Amendments • Trip means school-sponsored travel of two or more nights that requires a fee. • Fee policy must cap total of fee waivers. • Limit waivers to no more than two trips per year. • If the student qualifies for fee waivers and wants to attend more trips, the school must develop a plan. SB 39 (Sen. John Johnson) Educational Testing Amendments • Beginning July 1, 2026, end-of-year standards assessments in the following: ¤ Math tests for grades 3-10. ¤ ELA tests for grades 3-10. ¤ Science tests for grades 4-10. SB 105 (Sen. Jen Plumb) Student Privacy and Modesty in Public Education • Prohibits an LEA from requiring a student to undress in the presence of another • May meet this requirement by providing a space with a curtain or a single occupancy facility. SB 178 (Sen. Lincoln Fillmore) Devices in Public Schools • Students may not use smart watches, phones or tablets during classroom hours. • However, any LEA may adopt policies describing how and when students may have and use smartwatches, phones and tablets in classes. • Classroom hours do NOT include lunch, recess or transit time between classes. SB 223 (Sen. Mike McKell) Public Education Bullying Amendments • Staff/student bullying means intending to cause harm, repeatedly committing a written, verbal or physical act against a student or a school employee, or engaging in a single egregious act toward another employee involving an imbalance of power that: ¤ Creates an environment that a reasonable person would find hostile, threatening or humiliating; and ¤ Substantially interferes with a student’s or employee’s educational or professional performance, opportunities or benefits. • Does not include ordinary teasing, horseplay, argument or peer conflict. 17
By Mollie McBroom, Interim Director, Utah Connections Academy Utah Connections Academy is a tuition-free virtual charter school dedicated to providing a high-quality, personalized education to students in grades K-12 across Utah. The school’s mission is to equip students with the skills and knowledge they need to succeed while also providing the flexibility that online learning offers. With a commitment to individualized learning, our educators continually assess students’ needs and tailor instruction to ensure academic success. The flipped learning model is one tool we’ve implemented to help our students meet their academic goals. INSIDE LOOK AT ONLINE LEARNING Utah Connections Academy teachers are specially trained to deliver instruction in the virtual environment and emphasize the importance of fostering meaningful connections with students and their families. A parent, or another adult “Learning Coach,” plays a key role alongside the Utah-certified teachers to set daily routines, monitor student progress in the home and track attendance. Our students engage with our curriculum through Pearson Online Classroom, a robust learning management platform that connects parents, teachers and students from home or anywhere there is an internet connection. With Pearson Online Classroom, students engage with course content asynchronously, working through lessons at their own pace and providing an opportunity for self-directed learning. Students learn synchronously with their classmates through LiveLesson® sessions — real-time, interactive online lessons facilitated by teachers on a weekly basis. These sessions are designed to reinforce core concepts, answer student questions and provide additional instructional support. To enhance student engagement and comprehension, Utah Connections Academy introduced flipped learning as an instructional strategy in several grades and subject areas. FLIPPED LEARNING SUCCESSES AT UTAH CONNECTIONS ACADEMY 18
INCORPORATING FLIPPED LEARNING ONLINE According to the Flipped Learning Network, “Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” In a traditional classroom model, teachers typically introduce new content during class time, followed by independent practice as homework. Flipped learning reverses this process. At Utah Connections Academy, students are first introduced to new material independently through recorded lessons, readings and interactive online resources. Then, during those live online classroom sessions, teachers address questions, facilitate discussions and lead activities that reinforce understanding and application of the material — rather than introducing new material. This shift allows teachers to focus on higher-order thinking skills during live online classroom sessions, such as analysis, evaluation and problem-solving. It also empowers students to engage more actively with the material, as they come to class with baseline knowledge and prepared questions. This model encourages a more student-centered learning environment, where teachers act as facilitators rather than lecturers. PRACTICAL APPLICATION IN THE VIRTUAL CLASSROOM A prime example of flipped learning at Utah Connections Academy is with our high school science instruction. Science teachers have integrated a variety of interactive applications, such as Nearpod, Kahoot! and Quizizz, to deliver content in engaging and accessible ways. These lessons are structured to introduce essential standards through dynamic experiences, including: • Interactive Videos: Students watch pre-recorded instructional videos that explain scientific concepts and demonstrate real-world applications. • Simulations: Virtual labs and simulations allow students to experiment with scientific principles in a controlled environment, testing hypotheses and analyzing outcomes. • Formative Assessments: Built-in quizzes and interactive activities provide immediate feedback, helping students assess their understanding and identify areas where they need more support. Then, during the live online classroom sessions, teachers use the time to reinforce and deepen understanding. Instead of re-teaching the material, they facilitate group discussions, problem-solving activities and hands-on experiments where possible. For example, after studying chemical reactions, students might work together in a live online classroom session to predict reaction outcomes based on different variables. This approach allows teachers to identify and address learning gaps more effectively. Students are encouraged to ask questions and collaborate with their peers, leading to a more interactive and socially connected learning experience. Teachers also have more opportunities to provide differentiated instruction, adapting the lesson to meet the unique needs of each student. BENEFITS OF FLIPPED LEARNING Since implementing flipped learning, Utah Connections Academy has observed several positive outcomes: • Increased Student Engagement: Students are more prepared and confident when entering live online classroom sessions, which has led to more active participation and deeper discussions. • Improved Academic Performance: Formative assessments and targeted instruction have helped identify and address learning gaps more quickly, leading to improved test scores and course completion rates. • Greater Parent Involvement: By providing structured, independent learning materials, parents have clearer guidance on how to support their children’s education at home. • Enhanced Teacher-Student Interaction: Teachers spend less time lecturing and more time providing individualized support, creating stronger teacher-student connections. With the increased responsibility for the student for self-directed learning, Utah Connections Academy implemented additional support, including one-on-one academic coaching, integration into the learning platform and regular newsletters to ensure both students and families are supported and successful. Teachers have also benefited from ongoing professional development to refine their flipped learning strategies. Collaborative planning sessions and peer observation opportunities have allowed educators to share best practices and troubleshoot common challenges. Utah Connections Academy plans to expand the flipped learning model to additional subject areas and grade levels. The goal is to create a more cohesive and consistent learning experience across all grade levels that reinforces the benefits of active, student-centered learning. We look forward to continued success with the flipped learning model and seeing our students take greater ownership of their learning while also ensuring they receive the structured support and real-time interaction needed for academic success. Mollie McBroom became an educator to make a meaningful impact on students’ lives and help them reach their full potential. After 14 years in brick-and-mortar schools, she joined Connections Academy® in 2013, valuing virtual education’s flexibility and personalized approach. Dedicated to student success, Mollie continually adapts her teaching and leadership strategies to meet diverse learning needs, fostering growth and opportunity for all learners. 19
INCUBATOR FELLOW PROGRAM With the opening of ThrivePoint Academy of Utah coming in the fall of 2025, Taylor Smith is interviewing teachers, organizing curriculum and recruiting students. He is also learning the ins and outs of administration through the UAPCS Incubator Fellow Program. New administrators, even those with district experience, find that the day-to-day running of a charter school in Utah has its unique challenges. Director turnover has been in the double digits for the past several years, and UAPCS has sought a solution to reduce it. Through a grant from the Daniels Fund and with their continued support and additional funding through the Charter Schools Program-State Entity grant, UAPCS started the Incubator Fellow Program. This program is designed to give future school leaders the hands-on experience needed to successfully run their own school from year one, thus reducing turnover. Incubator fellows learn from seasoned administrators in four schools over a 12-month period, gaining critical experience in areas such as budgeting, governance, compliance, community engagement and instructional leadership. To ensure a meaningful and relevant experience, fellows are matched with schools that align with their own school’s model and complement their individual learning needs. This tailored approach allows fellows to immerse themselves in real-world challenges while receiving direct mentorship from experienced charter leaders. To support their focus on this immersive experience, fellows receive a stipend, enabling them to dedicate time to both their training and the startup of their own charter school. Host schools are also given a stipend in recognition of their time and expertise. By fostering strong leadership from the outset, UAPCS is working to strengthen Utah’s charter school landscape and ensure long-term success for new school leaders. Taylor is nearly through the program, having completed three out of four in-school experiences. He worked with Mountain Heights Academy, Freedom Preparatory Academy and Early Light Academy, and he will finish up at North Star Academy. Taylor is the learning center coordinator for ThrivePoint Academy, an online school providing a flexible, personalized and student-centered education for grades 7-12. Taylor has extensive educational experience, holding a master’s in education with a focus on Instructional Design and Educational Technology from the University of Utah, in addition to his degree in Special Education. Taylor also has charter school experience, working with Taylion High Desert Academy in California. These experiences added to his time in the Incubator Fellow Program and will prepare him to hit the ground running when class is in session this fall. UAPCS will be able to offer up to three positions in the Incubator Fellow Program in the next planning session. For more information on becoming a host school or enrolling a school leader in the program, please reach out to Shannon Greer at shannon@utahcharters.org. 20
COMMENTS FROM TAYLOR “The most valuable part of my journey has been the collection of experiences from the various schools I have worked with. Having the opportunity to collaborate with directors and principals has been tremendously rewarding — offering insights and hands-on learning that I could not have gained anywhere else. “Throughout my experience, I have been pleasantly surprised by the warmth and collaboration within Utah’s charter school community. The individuals who work in Utah’s charter schools are incredible, passionate educators who truly love what they do. They choose to work in charter schools because of the unique opportunities these schools offer to their communities. “I chose to work with ThrivePoint Academy because I was once a ThrivePoint student. I needed a different approach to learning — one that would help me succeed. ThrivePoint teachers and student success coaches provided the support I needed to catch up in high school and ultimately graduate. “During my time at Mountain Heights, I had the invaluable opportunity to work alongside DeLaina Tonks, a pioneer in online education in Utah. I am incredibly grateful for her willingness to let me shadow her, giving me insight into the daily operations of the school and her leadership approach. Observing how she collaborates with her network to drive Mountain Heights forward was inspiring. This experience also sparked discussions about how Mountain Heights and ThrivePoint could work together to help more Utah students graduate and achieve long-term success. “One of the most important lessons I’ve learned is to expect the unexpected. While setting goals and maintaining a schedule is essential, flexibility is equally important in the ever-changing environment of school operations. One moment, you’re working with teachers; the next, you’re assisting the janitorial staff. These experiences have prepared me, and I’m excited for the upcoming school year.” SPACE AVAILABLE Advertise in this magazine and reach your customers anywhere in the cosmos. CONTACT US TO GET STARTED! (801) 676-9722 • (855) 747-4003 sales@thenewslinkgroup.com QR Code: website /ad-space ThrivePoint Utah empowers students to thrive academically through individualized learning plans, career readiness and supportive mentorship. Whether students need to catch up, get ahead or balance school with other commitments, ThrivePoint offers the flexibility and support they need to succeed. Their innovative approach ensures that every student graduates prepared for their next step — whether in college, career or life. 21
BOARD TRAINING Evaluating Your Director By Kim Dohrer I have always had such admiration for people willing to serve on charter boards. Through the years, I have had the privilege of working with amazing individuals who have put personal agendas aside and worked together as a team to make their charter school the best. One of the hardest jobs a board has is hiring a director and then evaluating his/her performance. The director of a charter school is the person responsible for running a school. The director takes the school mission and makes this lofty vision happen in the real world. The board sets policies to give direction to the director, but day-to-day interaction with students, parents and the surrounding community is orchestrated by the director. Curriculum, facilities, teacher evaluation and hiring of personnel are all part of the director’s job. How does the charter board know the director is doing a good job? Let’s examine that. As the board prepares a process for evaluating their director, here are some questions that need to be addressed: • Why should the board evaluate their director? • How should the board choose an evaluation tool? • What does the board need or want to evaluate? • Who should be involved with the evaluation process? WHY SHOULD THE BOARD EVALUATE THEIR DIRECTOR? Your charter school authorizer expects you, as a board, to evaluate your director. Good human resources practice would expect a director evaluation. Most importantly, an evaluation sets a professional standard for respectful, good communication between the board and the director. HOW SHOULD THE BOARD CHOOSE AN EVALUATION TOOL? An evaluation tool is simply a useful way for the director and the board to clearly discuss the school’s progress and the director’s role in ensuring progress. The whole board and the director should have input into choosing an evaluation tool. An evaluation tool should: • Set guidelines for a good conversation about areas going well and areas of improvement. • Outline what is important to both the board and director. • Provide the director with mutually set goals so there are no surprises. • Use data, not just opinions, to evaluate the director’s performance. • Document the director’s performance discussion with representatives from the board. An evaluation tool should not: • Give unrealistic goals that set the director up for failure. • Sit on a desk until the end of the year, then be filled out and used to fire the director. • Have so many priorities or annual goals that the director does not know where to focus energy. There are lots of sample principal/administrator/director/ leadership evaluation tools online. The Utah State Board of Education has an administrative evaluation tool on their website. In addition, the Interstate School Leaders Licensure Consortium (ISLLC) has up to date standards for school leaders. Director evaluations should be held at minimum once a year; don’t skip an evaluation because things are good and then after three or so years, pull it out to “get” your director. An evaluation tool is not a “got you” tool. Rather, it is a basis for productive communication that moves your school forward, towards greater success. WHAT DOES THE BOARD NEED OR WANT TO EVALUATE? Financial stability, student outcomes, parent satisfaction, teacher retention, school culture, student attendance and enrollment numbers are some common areas that boards look at 22
when evaluating their director. Each board will need to decide, with their director, what data is appropriate to review when measuring success toward the school’s mission. I recommend setting three to five mutually agreed-upon goals annually. This gives the board and director shared academic achievement and funding priorities. If current end-of-year testing is going to be used, that can delay evaluations. I recommend that end-of-year director evaluations happen before contract renewals. Remember, data can be collected all year, and if the board feels things are not going well, discussions should happen as soon as possible — don’t wait for the end-of-year or mid-year evaluation. The director needs to know what the board is thinking, based on data, so corrections have time to happen. Data from parent surveys and/or teacher surveys are often used in the evaluation process. For example, if there are questions on the survey asking about school culture, the board needs to be clear with the director how that information will be used in evaluating his/her performance. Once an evaluation tool is selected, the director, when giving their report at a board meeting, can refer to areas of the evaluation. For example, if the tool speaks to teacher professional development, then the director can report on the teacher professional development that happened that month and the board minutes provide documentation that can be used when evaluating that area on the evaluation tool. WHO SHOULD BE INVOLVED IN THE EVALUATION PROCESS? Boards often use an evaluation committee to recommend an evaluation tool to the whole board for approval. It is always good to have input from the director on the evaluation tool to be used. The committee might ask each individual board member to fill out the evaluation and then gather the information to compile it into a concise evaluation. The committee might also ask the director to complete a self-evaluation so they can see how the director perceives his or her own performance. When a meeting is set with the director to review their evaluation, it is best to have at least two board members with the director. It can be overwhelming to have the whole board trying to give feedback, so the board chair and vice chair are often the board members who meet with the director. If the evaluation process has resulted in some financial concerns, you might choose your designated financial board member to attend with the board chair. The evaluation tool you have chosen is the evaluation discussion document. Don’t be afraid to add comments that are important to your discussion to the tool for documentation. Once the evaluation is complete, the completed document can be shared with the whole board. Directors work hard and all directors want their school to achieve student success and make progress towards the school’s mission. Board members give their time voluntarily and have a vested interest in ensuring their school meets all students’ needs. One definition of evaluation is “a process that critically examines a program,” and, in this case, the person responsible for implementing that program. We all want to know we are doing a good job, that we are on the same page with others, and if not — how to improve. A director evaluation can be the discussion that moves the director to greater self-improvement and greater school success. Kim Dohrer has worked in education for 40 years. She has been an administrator at all levels K-12. Before leaving for California, she served as the first president of Academica West. She currently consults with and volunteers in schools. 23
Jeffrey M. Hirst, CIC Account Executive 448 South 400 East Salt Lake City, Utah 84111 (801) 364-3434 www.american-ins.com Creating a protected environment for educational opportunities. American Insurance has worked hard over the years to cultivate relationships with insurance carriers that provide the best coverage and service to charter schools. Our goal is to provide schools with the protection they need so they can focus on education and growth. Program Advantages Include: • Competitive pricing from strong, private insurers • Broad coverage options and strong protection • Flexibility to meet the school’s needs, including out-of-state travel and non-profit board liability coverage • Loss control & risk management resources We are the UAPCS endorsed property & casualty insurance program. Peter Sinks, Northern Utah Nestled in the Bear River Mountains of northern Utah, Peter Sinks is a natural limestone sinkhole known for recording some of the lowest temperatures in the continental United States. Due to its unique geography, cold air becomes trapped in the basin, leading to extreme temperature drops, particularly in winter. Record-Breaking Cold On February 1, 1985, Peter Sinks recorded a staggering -69.3°F (-56.3°C), the second-lowest temperature ever recorded in the contiguous U.S. Only Rogers Pass, Montana, has reported a colder temperature (-70°F in 1954). The area's bowl-like shape prevents warm air from circulating, creating an effect similar to the extreme cold found in Arctic regions. Did You Know? Utah is home to the coldest place in the Continental United States. This magazine is designed and published by The newsLINK Group LLC | (855) 747-4003 785 E. 200 S., Ste. 13 Lehi, UT 84043
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