Executive Desk: Summer Wrap 2017 Print

President's Report

Beth Allshouse, President MAESP

Welcome to the 2017-2018 school year! As you deliver your opening remarks to staff I hope that you are sharing a message that will continue to develop a positive culture in your school as well as communicate the importance of maximizing opportunities for student instruction. 

The recent release of PARCC data for Maryland reinforces the need for the highest levels of instruction to be delivered to all students, every day, starting on the first day. You may love PARCC or you may hate it, but the reality is that PARCC is the test our students are taking right now. As Principals, we feel the burden of these scores, knowing that they are the public measuring stick by which we are judged. But as teachers ourselves (always!) we understand that they are now a graduation requirement - and the learning experiences we provide at the elementary and middle levels lay the foundation for future student success on PARCC.

I hope that you challenge your staff to be awesome. That you provide the highest levels of professional development for your teachers that aligns with the high-quality instruction you expect them to provide for students. And I hope that you have the best year of your career!!


Beth A. Allshouse  
MAESP President
Northern Middle   301.766.8265  
701 Northern Avenue, Hagerstown, MD 21742
Celebrate What's RIGHT at Northern Middle
Twitter: @NMS270   Facebook: Northern Middle School Knights 
Building a Community that Inspires Curiosity, Creativity, and Achievement.


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Executive Director's Message

Steve Hagenbuch


Worth Repeating:

On behalf of MAESP President Beth Allshouse and the Executive Board, we wish you all the best as the 2017-2018 school year opens. With the exceptions of the Garrett County Public Schools and the Allegany County Public Schools, all school systems in Maryland open on September 5th. Receiving a waiver to the Governor’s Executive Order 01.01.2016.13, Garrett County Schools opened on August 28th and Allegany County Schools opened on August 29th.

Much preparation and planning always precedes this first day.  Each plan is as individual as each school. Materials are ordered, professional development is conducted and a course is charted for the school year. Teachers have prepared their classrooms and instruction will soon be underway.

Please know that your professional organizations MAESP and NAESP are ready to support you with resources, ideas and information. Please contact MAESP if we can help you in any way. Thanks for continuing your membership and have a great year. We hope that this opening is the first day of your best year ever! 


Creating the Weather!

In every system/district I worked as a principal, we opened each school year with a theme of sorts connected mostly to a song. I remember several, and will specifically mention, “Don’t Stop thinking About Tomorrow” and “Centerfield”. The former from Fleetwood Mac and the latter from John Fogarty of CCR fame. You might not be old enough to remember when these were hits but you’ll get the gist.

We’d play the song daily during opening meetings and use it as a cue when break was over and we were starting again. We discussed the implication of the lyrics, at the least the pertinent parts! In “Centerfield”, as you might recall, the player has his chance to get in the game; it finally arrives and he implores ‘Put me in coach, I’m ready to play”. When I reflected on the enthusiasm that a staff feels as opening meetings occur and opening day approached, I often thought that it would be great to capture that feeling to try and re-energize folks throughout the year. Using this music sounded like a good way to make a connection to our new year and the tasks at hand.

Using this music led me to make a connection with the Haim Ginott quote: ‘I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that creates the weather. As a teacher, I possess a tremendous amount of power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” And so it is with principals and their staff. Principals create the weather and climate for everyone in the school. I was always looking for ways to bring back that “fair weather” forecast. It seemed that there ought to be a way to re-energize when folks were down, to bring back the enthusiasm when it was waning.

Simple as it might seem, playing those songs throughout the year and talking a little about our plans, our hopes and dreams for the year, brought back to many, a little more enthusiasm, a little more energy and additional drive. It helped to create some “fair weather”. Every once in a while, a teacher would say, “I really need to hear that song again…’. The connections we make with music, the meaning we assign to those familiar tunes are real and lasting. Why not, we thought, make the most of these connections.

Over the years, folks would ask what the song was going to be for the year, an indication to me that it was at least a topic of conversation. There are lots of possibilities out there with some really good lines:

“Don’t it always seem to go that you don’t know what you’ve got till it’s gone” from Big Yellow Taxi…Teachers have just one year with each class and one year to work with each child. Each child has just one year in each grade. Even with an end of year countdown, that time is soon gone. You get the idea.

Creating the weather and finding ways to generate good weather can often be a real challenge. However, it is one of our most important tasks. Using an annual theme worked for us! Have you tried it?




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From the Editor

Terry Ball

I remember well the excitement of planning for back to school professional development as well as the back to school activities for students and families.  It was also a time to think about my own professional learning for the year in order to support my teachers and students.  This Summer Wrap edition of the Executive Desk highlights ideas from both our president, Beth Allshouse and our Executive Director, Steve Hagenbuch for creating and sustaining expectations and building culture.  The issue also highlights some of the learning from our NAESP summer conference held this past July in Philadelphia; and spotlights our Past President, Dana McCauley in her dual role as principal and teacher.  Our calendar lists fall opportunities for one day institutes and workshops to support your learning and to network with colleagues from our elementary organization as well as our secondary organization.   

If you are reading this edition of the Executive Desk as a member, remember to 'pass it forward' to a non-member!  If a non-member reading this editiion of the Executive Desk, please pass it on to a colleage and check out our member registration link today!  


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MAESP Spotlight

MAESP is proud to share -

Past President, Dana McCauley is featured in the August 30 edition of Education Week in an article entitled The District Where Principals Run their Schools - and Teach by Denisa R. Superville.   The article highlights Dana and  the teaching principals of Garrett County as well as the double duty debate of performing in both roles.  


The Council of Educational Administrative and Supervisory Organizations of Maryland - CEASOM announces the application process for the “The Dr. Edna May Merson Scholarship”:

Application Form 2017-2018

The goal of the Scholarship Fund of the Council of Educational Administrative and Supervisory Organizations of Maryland is to encourage and provide support for individuals working toward an Administrative I Certificate.  This year scholarships, in the amount of $1,000 each, will be awarded to two educators pursuing this certificate at an institution of higher education.  Only complete application packets will be reviewed.  Completed applications are due December 21, 2017.

The Council of Educational and Supervisory Organizations of Maryland (CEASOM) scholarship is named in honor of Dr. Edna May Merson who graciously supports the scholarship with a $1,000.00 donation each year.  Dr. Merson, currently living in Pennsylvania, served as President of CEASOM from 1976-1977 and as Executive Director for 13 years, retiring from the position in 2006.  A dedicated educator and leader, Dr. Merson graduated from Towson State Teacher’s College in 1945 and went on to have an outstanding career in education as a teacher, assistant principal and principal.

Best of the 2017 National Principals Conference - Philadelphia PA

More than 3,000 Pre-K through grade 12 principals from around the nation recently gathered together at the National Principals Conference in Philadelphia to engage, learn, and share effective strategies for student success.

The conference featured a variety of thought-leader sessions and panel discussions on topics such as increasing professional capacity, elevating student efficacy, connecting positive climate, and personalized student learning. We asked pre-K-8 principals to share some key takeaways from the 2017 National Principals Conference.

Is Your School Better Because You Lead It?
A simple message from Baruti Kafele: Is your school better because you lead it? Kafele challenged the audience to think about leadership mission, purpose, and vision while leading with confidence. Are you leading with purpose, do you know where you are headed, and why this is important? If you cannot answer this with an emphatic yes, there is work to be done. When we have identified our "why" and taking intentional, daily steps to achieve it, the rest of our work will fall into place.

Dan Butler

Take Control of the Interview Process
Making that phone call to give potential candidates feedback on the reason why they were not selected is important. During Jimmy Casasa™ session, I learned that taking control of the interview process will help not only my school, but also the teaching profession overall. From scheduling the interview to calling candidates to letting them know they were not selected setting the tone matters.

Lynn Colon

Creating a "Cool" Learning Environment
"We want to create a school where students, staff, and parents are beating down the doors to get in…not out."

Beth Houf

To do this you need to make students want to come back on the second day of school or after Christmas break because of a theme day or other fun event! My AP and I are going to model this idea with our School Improvement Team by having a birthday party theme with cake, favors, presents, etc.

Jenny Nauman

The Importance of Relationships
So many speakers confirmed the importance of relationships. Relationships with students, parents, community members, teachers, and other administrators are crucial to school success. Kevin Carroll highlights the importance of play and the connections we make through it. We can build relationships through appreciation. Shelley Burgess and Beth Houf gave several strategies and tips to demonstrate appreciation. Several other presenters combined the importance of relationships with their topics. Christian Moore, Founder of "Why Try" stated that lasting change and motivation for youth involves relationships.  One important aspect of positive and healthy relationships involves empowering those people to become the best versions of themselves.

Shanna Spickard

Social Media
In addition, one day prior to the conference, over 100 principals came together to build a playground at Stonehurst Hills Elementary School in Upper Darby, Pennsylvania, as a part of the NAESP and Landscape Structures community service day. In addition to building the school playground, principals landscaped, painted and participated in other beautification projects at the school.

Can You Find our Maryland Principals?

Principal Mentoring: Building the Foundation by Terry Ball


New principals barely have time to unpack their boxes before they experience fast paced days filled with fragmented tasks and a myriad of problems to solve.  How do new principals avoid the newbie mistakes and have time for critical reflective practice?  How do new principals create networks with colleagues?  How do new principals survive the daily fast paced decision making?  Or have the courage to confront the instructional dilemmas that may force change within a school they barely know?  How do new principals courageously facilitate the conversations and manage the conflict that change may bring?

Assigning a mentor to a new principal can increase a new principal’s success and achievement as a school leader.   The mentor acts as a guide assisting the new principal in reflective practice.  Mentors practice effective listening and questioning skills to facilitate problem solving and decision making.  Qualified mentors are able to assist the new principal in identifying personal as well as leadership strengths.  Studies show that “people who focus on their strengths every day are six times as likely to be engaged in their jobs ...” (Strengths Finder 2.0, p.. iii). 

Research conducted by  The National Association of Elementary School Principals (NAESP) has identified new principals, those in the first three years of a principalship, as needing more preparation in managing time, creating a vision with clarity,  managing professional interactions ( especially those between and among adults) and,  combating isolation and insecurity.  Assigning a competent and qualified mentor to a new principal will provide opportunity to build a foundation of trust that will lead to support and guidance in these areas of need.  Assigning a qualified mentor will assist a new principal in applying ‘learned theory’ to real-life school experiences and facilitate job-embedded professional development opportunity.

Integral to the success of the new principal are the qualifications of the mentor assigned and the trust relationship built between mentor and protégé (mentee).  The National Association of Elementary School Principals (NAESP) has designed a high quality mentorship certification program.   The mentorship program as designed by NAESP  has two components, the first of which is the Leadership Immersion Institute , a two and a half day event that teaches principals and other school and community leaders how to integrate best practices in mentoring with adult learning.    Information sharing, discussion of professional articles and vignettes as well as role-playing and practical application of knowledge are critical elements of the institute.  The second component of the mentorship program, a Mentor-in-Training Internship, leads to certification as a mentor.  Interns choose a protégé (mentee), engage in effective listening and questioning strategies and provide guidance and support to new principals during a nine month internship.  Interns create the conditions needed to facilitate trust with each contact made with their protégé.

Specifically, mentors engage in a minimum of seventy-two hours of contact with their protégé through face-to-face conversations, discussions and/or school visits, emails, phone conversations or joint attendance at professional conferences or district administrative meetings.  Additionally, mentors submit an electronic portfolio that includes nine monthly reflections, action plans (Mentor and Protégé), a contact log and a culminating final project.    Interns are guided through the nine months with an assigned coach and engage in monthly on-line chats and threaded discussions.  Each mentor cohort includes members from across the nation that bring a set of skills and knowledge not only unique to their roles but unique to their state and local districts.  Principals and school leaders who complete both the institute and the internship are awarded National Certification as a mentor.

Leading Learning Communities: Standards for What Principals Should Know and Be Able to Do, Second Edition (NAESP) provides the core of the standards guiding both mentor and protégé.   Grounded in research on the knowledge and trends affecting education, these standards were constructed with the assistance of principals and other education leaders.  The six standards that describe effective leaders of learning communities include: 

·         Lead schools in a way that places student and adult learning at the center

·         Set high expectations for the academic, social, emotional and physical development of all students.

·         Demand content and instruction that ensure student achievement of agreed upon standards.

·         Create a culture of continuous learning for adults tied to student learning and other school goals.

·         Manage data and knowledge to inform decisions and measure progress of student, adult and school performance.

·         Actively engage the community to create shared responsibility for student performance and development.

The NAESP Mentor Competencies provides the additional framework for the qualified mentor.  That is, the mentor is expected to:

·         Set high expectations for self-development in high quality professional growth opportunities;

·         Understand and apply mentoring and coaching best practices including oral and written communication skills, effective listening and feedback skills, and understanding and practicing adult learning theory;

·         Act as an  instructional leader and keep current on educational and leadership issues as well as understanding national, state and local standards and curriculum;

·         Respect confidentiality and a code of ethics in the mentor protégé relationship which includes encouraging open, collaborative and reflective conversations with the protégé

·         Reflect and be able to conduct action research with the protégé as well utilize assessment information to adjust the mentoring process as needed; and,

·         Foster a culture that promotes both formal and informal mentoring relationships supporting the need for mentoring and coaching throughout the career continuum.

In The 21 Irrefutable Laws of Leadership, John C. Maxwell states, “Young, inexperienced leaders often walk confidently into a room full of people only to discover that they have totally misjudged the leadership dynamics of the situation”.  He goes on to write “The real test of leadership isn’t where you start out.  It’s where you end up”.   Mentors complete a baseline survey with their protégé to establish their understanding of the standards for principal leadership and to initiate the conversation that will lead to goal setting and action planning.  The protégé in this process commits to learning with the mentor and commits to sharing in the responsibility of a trust relationship.  This relationship relies on open communication, collaboration and reflection.  Building on the foundation of trust and mutual respect, mentor and protégé communicate and plan together to build strengths, skills and focused influence.

The roles and responsibilities of principals continue to expand and grow.  As a new principal, facing those responsibilities alone without support and guidance negatively impacts both the physical and emotional health of the new school leader.  This in turn negatively impacts school climate and culture.  Embracing challenges together with a mentor reduces the isolation of the new administrator as well as increases the professional capacity of both protégé and mentor.  Michael Fullan in his Leadership and Sustainability summarizes the characteristics of energy creators:

Energy creators are enthusiastic and always positive; use critical thinking, creativity and imagination, stimulate and spark others, practice leadership at all levels; are able and willing to scrutinize their practice and willing to make their practice accessible to others; and, wish to improve on their previous best. (p. 37) 

Principals as mentors are energy creators cultivating the spirit, the knowledge, and the practice of those mentored.   Through a purposeful, organized and systematic approach to principal mentoring, a sustainable leadership will evolve for both veteran and novice principals.  Research suggests that new principals skilled in clarity of vision, communication skills, and confidence in problem-solving and strategic planning will more likely succeed in moving students and staff to higher levels of achievement.   Principals mentoring principals allows for reflective practice and growth as learning leaders.   A principal mentoring a new principal builds a first year foundation that facilitates a rookie’s growth, confidence, and connections for ongoing success.


Fullan, M. (2005). Leadership & Sustainability: Systems Thinkers in Action. CA:  Corwin Press.

Maxwell, J. (2007). The 21 Irrefutable Laws of Leadership:  Follow Them and People Will Follow You.  TN: Thomas Nelson.

NAESP: Mentoring Modules, Learning Resources -Leadership Immersion Institute. July 2014.

NAESP (2008): Leading Learning Communities: Standards for What Principals Should Know and Be Able to Do, 2nd Ed. Alexandria, VA: NAESP

Rath, T. (2007). Strengths Finder 2.0. NY: Gallup Press.

Riley, C. (2014).  A Collaborative Approach to School Leadership: Teaming the NAESP Theory of Mentoring with a School District’s Theory of Leadership Action.  VA: NAESP

MAESP Progresses Through Strategic Organizational Plan to Support Leading in Transformational Times by Kimberlyn Pratesi

During the 2016-2017 year, MAESP Executive Board Members continued work on a two-year venture that involved developing and implementing a strategic plan for the organization.  Highlights of progress for each subcommittee are outlined below along with key focuses for 2017-2018.  All members are welcomed and encouraged to become involved in a committee.  Involvement brings an opportunity to work with colleagues from across the state, support the mission of the organization, and utilize your strengths to build advocacy for current and aspiring leaders.   If interested, please contact Kimberlyn Pratesi at kimberlyn_pratesi@hcpss.org or 443-864-6822. 


Presented the following by-law changes which were voted upon and approved by the Executive Board:

  • Combined Federal Relations and Legislative committees
  • Combined Finance and Budget committee
  • Deleted the Audit committee
  • Deleted the Teller committee
  • Made Archive Committee an “ad hoc” committee


Key Focus for 2017-2018:  Monitor committee responsibilities and determine if any additional recommendations for change are needed


  • Developed new website using Star Chapter services
  • Organized email “pushes” to update members on organizational business


Key Focus for 2017-2018:  Create a MAESP Facebook Page and Twitter schedule with assigned responsibilities for tasks and timelines to extend MAESP’s presence in the social media realm


  • Provided new membership packets as a resource to County Representatives for reaching out to colleagues who are not members
  • Developed a POC list of higher education contacts to distribute Aspiring Leader membership packets


Key Focus for 2017-2018:  Determine a POC for each county (even those without a designated representative) to support membership material distribution and personal phone calls and initiate personal contact with those listed as POCs on the higher education to promote aspiring leader benefits

 Professional Development

  • Researched opportunities for Ed Camp Model, Webinars, Regional Speakers, Twitter Chats, and Visual Presence on Website


Key Focus for 2017-2018:  Conduct regional dinner meetings on the topic of student behavioral support (expand participation in the meetings by infusing technology for off-site participants)


  • Researched professional development grant opportunities 
  • Researched the start of a “spirit wear shop” on the MAESP web site
  • Created a list of potential business partners


Key Focus for 2017-2018:  Apply for one grant, launch the spirit wear shop, and make personal phone calls to vendors who were present at the annual conference with the goal of sharing partnership opportunities



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Susan Myers

Greetings Maryland Administrators!

I know that many of you are involved in the “Back to School” preparations and are excited about welcoming your staff and students to the 2017-2018 school year.    This is always one of the most exciting times of the year, and I hope that you have a wonderful opening.

When attending administrator meetings in your counties this year (ie: principal meetings), be sure to share information about MAESP and the many benefits to joining our state and national organization.   An active, growing membership will keep our organization strong and benefit our own career growth.

One of the best resources we have as school leaders is the NAESP website.   There is so much information available to us to use with our teachers, students, and parents.   For example, Report to Parents offers great one page resources to send home with the newsletter.   This concise, one page report is shares current topics and is available in English and Spanish.  In addition, the Principal Toolkit offers a great resource guide for school leaders.

Now more than ever, it is important for us to have our voices heard at both the state and national level.  Being connected to NAESP allows us to stay current on events happening in education.  We need to continually advocate for our needs in education.  One way to stay current is to review the Bill Tracker on the NAESP web site. 

Finally, please be sure to visit the website to learn more about our new Executive Director, L. Earl Franks Ed.D


NAESP’s Back-to-School Portal

A new school year brings new opportunities to leverage the hope and excitement of providing students a well-rounded and complete education. To better support principals in this crucial time, NAESP has created a Back-to-School Toolkit to guide your interactions with students, staff, and families at the start of the year. You will find information to share such as fact sheets, sample social media and blog posts, and resources on topics such as attendance, home visits, and connected leadership. To find these and more resources, visit www.naesp.org/back-to-school


NAESP Mentoring Program

Are you interested in strengthening your career while preparing a new generation of leaders? The National Mentor Training and Certification Program offers a highly structured professional development program that can make the critical difference in sustainability of skilled leaders. NAESP is hosting upcoming mentor trainings in Michigan, Virginia, and more.

Classroom Apps: 5 to Watch from Dateline, NAESP

There is no avoiding the impact of digital technology on schools and student learning. Students growing up in this digital age expect technology interactions, at home and at school. Technology has a tremendous effect on the way educators communicate and how students learn and educators must stay ahead of the trends and continue to integrate technology into classrooms. Help teachers incorporate technology in the classroom by sharing these easy-to-use apps.

  1. Epic! Has been referred to as the “Netflix” of books and videos for students in Pre-K through sixth grade. This app provides an unlimited selection of eBooks that can be instantly discovered, read, and shared with friends. This app is personalized for each individual reader’s access thousands of high quality, curated children books without the need to purchase or download them one by one. Designed for mobile, Epic! Features fun, game-like elements and provides kids with a personal library they can take anywhere.
  2. Stack the States makes learning about the 50 states fun. Students can watch the states actually come to life in this colorful and dynamic game. As students learn state capitals, shapes, geographic locations, flags, and more, they can actually touch, move, and drop the animated states anywhere on the screen. Students can earn a random state badge for every successfully completed level. All of the completed state badges appear on a  personalized map of the United States.
  3. Kahoot! Allows teachers to create quizzes that are more fun and interactive than what can be done in Google Forms. The app has a new take on introducing a subject and formative assessment through quizzing, collaboration, and presentation of content. Kahoot! Initiates peer-led discussions as games are displayed on a shared screen, for example a smart TV, a laptop, or an interactive whiteboard. Teachers can also use screen-sharing tools like Skype or Google Hangouts to include players from other classes or other parts of the world.
  4. Plickers lets you poll your class for free, without the need for student devices. Just give each student a card, or a “paper clicker,” and use your iPhone to scan and do instant checks-for-understanding, exit tickets, and impromptu polls. Best of all, data is automatically saved, student-by-student.
  5. ClassDojo makes it easier and fun to keep track of student behavior. The app allows teachers to take attendance quickly while giving positive or negative real-time feedback depending on the student’s day-to-day behavior. Teachers are able to print or email, custom behavior reports to easily engage parents and staff.

Check These Out:

·         Make plans to Lead, Learn, and Rethink with Pre-K-8 principals at @NAESP 2018 Conf. in Orlando, FL. #NPC17#NAESP18bit.ly/2u4Aj8z

·         @NAESP asked pre-K-8 principals 2 share some takeaways from the 2017 National Principals Conference. http://bit.ly/2uQuKIN #NPC17#NAESP18

·         A special message from @NAESP Executive Director: L. Earl Franks Ed.D., CAE @efranksnaesphttps://youtu.be/1vhen41FrjY  via @YouTube

·         Blogs are a way principals can share plans for the new school yr. Check out these back-2-school blog prompts. http://bit.ly/2vfuWnj #NAESP

·         Share your knowledge & write for @NAESP --No one knows a principal’s job better than you do. Submission guidelines: http://bit.ly/2tcoOs0 

·         @NAESP Report to Parents, "The Rewards of Reading", offers families strategies to get kids reading more at home. http://bit.ly/1kkdoaR 

·         BE A @NAESP MENTOR: Are you interested in strengthening your career while preparing a new generation of leaders? http://bit.ly/2rmFMDH

·         Here are 5 crucial tasks that principals new to a school should do in order to begin to build relationships. #NAESPhttp://bit.ly/2uNwnZu 



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Calendar of Events

MAESP - Professional Learning Opportunities - Pass on the information to colleagues and non-members - send one, reach one!!

Join Us for a one day institute - Teaching the Whole Child: Establishing a Growth Mindset and Social Emotional Competencies

Wednesday, October 4, 2017 8:00 AM–3:30 PM

The Meeting House * 5885 Robert Oliver Place*               

Columbia, MD 21045

Participants Will: 

• Reflect on the definitions of fixed and growth mindsets, and how to cultivate a growth mindset in both students and teachers.

• Deepen their understanding about the importance of intentional development of SEL skills.

• Examine teaching practices that support the development of core SEL competencies.

• Analyze lessons that incorporate SEL competencies into core literacy instruction.

• Connect SEL competencies to the development of a growth mindset.

• Familiarize themselves with how SEL teaching practices are aligned with other initiatives, including the Common Core State Standards and Teacher Evaluation Frameworks.

Sponsored by MAESP and Elizabeth English, and Center for the Collaborative Classroom

Bring Your Team! This one-day institute is designed to support Maryland K–6 teachers, administrators, and literacy leaders as they integrate socialemotional learning (SEL) into powerful literacy instruction.

Register Now!

MASSP Assistant Principals Conference 2017- Join Your Secondary Colleagues!

Tuesday, October 17, 2017
8:30 AM - 2:30 PM

Overhills Mansion
916 S Rolling Rd
Catonsville, MD 21228

Former NASSP Principal of the Year Jason Markey from East Leyden High School outside of Chicago keynotes a hands-on presentation for assistant principals this year.   

This session will focus on working with your ideas for your school and using principles of innovation to empower teacher leaders and push the level of personalization and student engagement in your school. Come prepared with issues to address and problems to solve. 

The design of the day is intended to allow all attendees to work on common problems of practice in your schools and use the design thinking process to prototype solutions. The goal is for all to leave with both a process and mindset to be able to make an impact back at your school. 

Throughout the day, Jason will provide examples of how he approached building a culture of innovation, personalization, and engagement at East Leyden High School with examples of its impact on students. 

Come ready to think big and push through existing barriers taking your school to the next level! We will have an array of interesting and engaging concurrent sessions during the morning along with several exhibitors to share their business with you. 

We end the day with a luncheon celebration for the MASSP 2017 Assistant Principal of the Year who will be named just prior to the conference.  We should get you on the road home by 2:30 PM--our venue is only minutes from Route 95. 

Register Here

$120.00 Member ticket includes lunch and conference gift

$170.00 To be used if your are NOT a member of MASSP or MAESP

$200.00 Exhibitor Ticket: Exhibit times before event, at breaks, and at lunch


MASSP Presents Teaching for Understanding with Jay McTighe - Join Your Secondary Colleagues:

Wednesdsay, November 01, 2017
8:30 AM - 3:00 PM

Overhills Mansion
916 S Rolling Rd
Catonsville, MD 21228


Join Jay McTighe, co-author of the Understanding by Design Framework 


How does teaching for deep understanding differ from “coverage-oriented” instruction? What instructional techniques are most effective for developing and deepening student understanding of important ideas and processes? How can we teach so that students can transfer their learning? How might we differentiate instruction and assessment without lowering standards? What observable indicators are evident in classrooms in which teaching for understanding and the authentic application of knowledge are emphasized? 

More specifically you will learn to: 

• examine the A.M.T. framework for helping students Acquire factual knowledge and basic skills, Make Meaning of “big ideas,” and Transfer their learning to new situations; 

• view video examples of teachers applying these practices in various subjects and grades; 

• apply the W.H.E.R.E.T.O. elements for instructional planning; 

• review strategies for appropriately differentiating instruction; 

• examine formative assessment techniques for enhancing learning and performance; 

• identify observable indicators (classroom “look fors”) of teaching for understanding and transfer; and 

• review print and Internet resources to support Teaching for Understanding  

Register Here

$100.00:  Member - MASSP or MAESP

$150.00: Non-member

$150.00:  Exhibitor Ticket: Exhibit times before event, at breaks, and at lunch

$250.00: Teams of three from a school


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Thank You Sponsors!

Please Visit and Support our Sponsors -

New:  Critical Thinking for School Leaders




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Family Involvement Grants

Once again, MAESP will award grants to MAESP members who create and implement programs and activities in their schools that encouraged families to become more involved in school and their children’s education. Six $500.00 grants applicants will be chosen by Carol Hahn, Grant Chairperson.

The guidelines for the grants are as follows:

1.) The money must be used for a project(s) that will involve as many families from the school community as possible.

2.) The project should have a direct impact on students.

3.) The project must be substantially completed by end of March 2018.

4.)  The application must include a budget page outlining how the money will be utilized.

5.)  The recipients are expected to share their project in a poster display with the MAESP membership at the Annual Conference in Cambridge, MD, March 16 - 18 2017

6.)  Applications deadline October 28, 2017.  Notification of grant awards will be made by November 4th.

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Disaster Impact

Texas schools struggle to recover...

Over a million Texas students and 220 districts have been affected by hurricane Harvey. Many state associations, including MAESP, have been in touch with Mark Terry, Deputy Executive Director of TEPSA (Texas Elementary Principals and Supervisors Association). We are seeking direction as to how schools in Maryland and nationwide might help schools in Texas recover from this disaster. 

At this point it appears as though Anne Arundel County Public Schools and Prince Georges County Public Schools are leading the way in establishing a vehicle to promote assistance, and we know that many individual schools have already had a conversation regarding providing assistance. As we receive information from Mark, we'll pass it on through email so any/all schools in Maryland that choose to respond in this effort can do so. Thanks and we'll keep you posted.



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From the Archives

Bob Mitchell has volunteered to review  pictures and papers archived over the years and to scan for a digital library.  Here is a sample of early members of the organization.  Notice the acronym for the organization.


 More to come!  Thanks Bob.

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