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As students, we can feel so far removed from the rooms where decisions are made for our education. If our experiences in the education system and the time we spend in school shape so much of who we are, why shouldn’t we have a voice at the table? Letting a student be an independent, critical thinker in our state's educational field is just the start of how Tennessee can make all students become successful members of society. That is why being a student member of the Tennessee State Board of Education is so valuable. This role may seem like you are speaking for every student in Tennessee, but really you are bringing a student's experience to the forefront and letting your opinion be an example of how students might react. My responsibility as a board member is to shed light on how policies and rules can affect the student body overall. In this position, you are given a vote on any regulation that is proposed to the board without restriction. Since your vote holds the same weight as the other members of the board, you have to make sure you have done your research and know what your vote means. This role has helped me understand just a small piece of how our government works, and I am grateful to know that decisions are carefully thought out. You get to engage with students, parents, teachers, administrators, and faculty from schools across the state and learn more about their experiences with the educational system. You are working alongside some of the most influential adults in the educational field for the State of Tennessee. Not only have you become one of their peers, but you also have to be able to step into professional settings as a student, all while still being a student yourself and planning out your next steps. Now, I know that sounds very overwhelming, and it is, trust me, but the State Board has one of the best staffs to help you along your journey. They break down the meeting procedures and explain the systems that the Board has in place, and it is no understatement to say that they are with you every step of the way. The staff understands the juggling and the time management that the student member faces. As a senior at Cookeville High School, I have many activities I couldn’t miss. The State Board staff is the biggest tool and resource for the student member. Without them, this opportunity would be exponentially harder. Unsurprisingly, they are some of the most kindhearted people I have ever met, and they quickly became my friends. The staff and the other board members understand the value of having a student member be a part of their board and do not take the opportunity lightly. Everyone I have met during my year of being a student member has been a helping hand, enlightened me on a new area of education, and lifted me up to be able to have a seat at the table. I can say, without a doubt, that this experience has been one that will stay with me forever. I have a new insight and appreciation for Tennessee’s educational system and everyone who is a part of it. My mom is a middle school librarian, and I've had lots of family members and friends be educators, so I’m no stranger to the school system. However, seeing how policy and rule-making trickle down to our schools in real time is eye-opening. I think student negativity towards educational decision making can be misinterpreted a lot of the time. Students are quick to blame the teachers and administrators right in front of them when they are not always the true source of the rulemaking. Students need to be more educated on their own educational system. Educators already have a full plate and don’t deserve hate where it shouldn’t be given. Our educators help develop our voices and opinions, but it can sometimes feel as though we cannot fully utilize them until we become adults. This is the chance to not let that be the case. Students, no matter what walk of life, deserve the chance to be heard. I am happy to see recent legislation to make sure student representation is present on each local board of education. This is just the start of ways to have students actively involved in their own educational journeys. This opportunity to serve as a student member was life-changing for me, and I know it will be for students to come. I encourage all students to engage with their local school boards to see how they can be nominated for the State Board of Education student member seat. You can be the voice that helps students feel seen. You can be the voice for change.

Today, the Tennessee State Board of Education launched its second round survey to collect public feedback on the state’s newly revised K-12 English Language Arts (ELA) academic standards, requesting public feedback through March 31, 2025. The State Board of Education is charged in state law to review and approve ELA, social studies, science, and math standards at least every eight years. The K-12 ELA academic standards set grade-specific goals that establish what students are expected to know and be able to do by the end of a given grade or course. Tennessee’s ELA Academic Standards are skill-based, including drafting arguments supported by evidence, and vertically aligned from kindergarten through 12th grade to ensure students are postsecondary and career-ready regardless of pathway or profession. During the two public review periods, the State Board invites Tennesseans to share their feedback on the state’s K-12 ELA academic standards through an online survey. Members of the public can review the recommended changes to all sections of Tennessee’s ELA Academic Standards. The survey includes options to indicate whether a standard should be kept, changed, removed, or moved to a different grade level, as well as space to indicate if a new standard should be added. The first round of public feedback collected almost 25,000 comments from teachers, education leaders, and parents. At the conclusion of the first survey window, teams of Tennessee educators from K-12 schools and higher education reviewed the public comments, which informed their proposed revisions. These revisions are now available for public review in the second survey window. Following the second survey, the Standards Recommendation Committee (SRC) — a public body appointed by the governor, lieutenant governor, and speaker of the House of Representatives — will review the proposed revisions alongside public comments to finalize standards revisions to recommend to the State Board of Education for final adoption. These steps combine public input and expert vetting in a transparent and inclusive way. Adopting the revised standards kicks off a preparation process that includes educator training, aligned textbooks and instructional materials review and adoption, and aligning state assessments to the revised standards. After these processes are complete, the revised ELA academic standards will be implemented in Tennessee classrooms during the 2029-30 school year. An overview of the academic standards review process is available on the State Board of Education website. Any questions on the academic standards review process should be sent to tnstandards.review@tn.gov.

During its February 21st quarterly meeting, the State Board of Education released outcomes for the 2024 charter school authorizer evaluations. The 2024 evaluations assessed the authorizing practices of the Achievement School District, Metro Nashville Public Schools, and the Tennessee Public Charter School Commission. “Charter authorizer evaluations are designed to provide valuable feedback and hold authorizers accountable to our state’s quality authorizing standards.” said Dr. Sara Morrison, Executive Director of the State Board of Education. “The priority with this robust evaluation is to reflect on achievements and progress made towards creating experiences for student success.” Under statutory requirement, these bi-annual evaluations are designed to ensure the effective operation of all authorizers and assess authorizer quality in Tennessee. Tennessee’s charter authorizer evaluation cycle is conducted over a two-year period. Each charter school authorizer evaluation begins with the formation of an evaluation team and an examination of the authorizer’s documentation to determine performance based on state standards. After the evaluation, authorizers receive a final report detailing specific feedback, scores on the rubric’s standards, an overall rating, and follow-up actions. Authorizers can earn an overall rating on a scale from zero to four, with score ranges indicating unsatisfactory/incomplete, approaching satisfactory, satisfactory, commendable, and exemplary designations. 2024 Evaluation Outcomes: Achievement School District – “Satisfactory” with a score of 2.19 out of 4 Metro Nashville Public Schools – “Satisfactory” with a score of 2.9 out of 4 Tennessee Public Charter School Commission – “Exemplary” with a score of 3.76 out of 4 Additional information, including the full charter authorizer evaluation reports, can be found on the State Board of Education’s website.

Today, the State Board of Education released its annual Educator Preparation Report Card, a tool that evaluates educator preparation providers (EPPs) in Tennessee. Established in state law, the Educator Preparation Report Card is an annual report designed to track metrics across Tennessee’s public, private, and alternative Educator Preparation Programs (EPPs). By assessing EPPs’ performance in teacher effectiveness, employment outcomes, and pass rates on licensure examinations, the State Board’s Report Card aims to ensure every Tennessee student is taught by a well-prepared educator. “As Tennessee continues to address workforce needs, tools such as the Educator Preparation Record Card include data that is vital to the future of our education system," said Dr. Sara Morrison, Executive Director of the State Board of Education. “We want to make sure that individuals interested in the teaching profession have the ability to find the right program that fits their needs.” Key Outcomes Ten EPPs earned the highest possible overall rating on the Report Card, “Exceeds Expectations.” Over 30 percent of teacher candidates earned endorsements in high-demand areas such as special education, English as a second language (ESL), secondary science, and secondary math. The three-year retention rate for new teachers increased from 78.8% to 82.6%. One-fourth of newly trained teachers in tested subjects exceeded expectations in student growth, an impressive achievement for early-career teachers. 2,876 teachers completed a Tennessee educator preparation program or enrolled in a job-embedded program during the 2022-23 school year, compared to 2,796 in 2021-22. This is the first time the number of teacher candidates has increased since 2018-19. -more- Certain metrics in the Report Card, such as performance on licensure examinations and measures of teachers’ effectiveness in the classroom, are mandated in state law. Other metrics, such as the percentage of candidates earning endorsements in high-demand fields, are included on the Report Card as key priorities highlighted by the State Board. “We are excited to see an increase in teacher retention as well as continued growth in high-demand subject areas,” said Erika Leicht, director of research for the State Board of Education and the Educator Preparation Report Card project manager. To view the Educator Preparation Report Card, visit https://www.tn.gov/sbe/ed-prep.html. Additional information and archives of previous editions of the Report Card are available on the State Board of Education website at http://www.tn.gov/sbe.

Eligibility According to TCA 49-1-301 (a) (6), all public school students in Tennessee who are a junior or senior and in superlative standing, are eligible for the student member role. He/she shall serve one-year term unless the student member was first appointed during his/her junior year of high school and is re-appointed by the Governor for a second one-year term during the student’s senior year of high school. Nomination Process Though the Governor’s office makes the final selection, local school districts play a significant role. TCA 49-1-301 (a) (6) specifies that local school boards may nominate no more than one outstanding Tennessee rising junior or senior student each year from their district. The local board can nominate by resolution and send the resolution to the Governor’s office along with the relevant contact information of the nominee. Once a school district submits a nomination, the Governor’s office conducts several rounds of extensive interviews before a selection is made and the new student member is appointed. Nominations are due by May 1, 2025, to the office of the Governor. Local school boards may send nominations by email to gov.boards@tn.gov, or by mail to the office of the Governor, State Capitol, 1st Floor 600 Dr. Martin L. King, Jr. Blvd. Nashville, TN 37243 The Tennessee State Board of Education Rule 1.200 Board Members outlines more details and requirements for student member representation. Have questions? Contact Nathan James by email at Nathan.James@tn.gov or phone at 615.934.7076.

Today, the State Board of Education announced the members of the Standards Development Committee (SDC), who will review proposed English Language Arts (ELA) standards, developed by the ELA Educator Advisory Team (EAT), for consistency across grade bands (i.e., K-5, 6-8, & 9-12) and continue to refine and edit Tennessee’s current ELA standards. The SDC is a subset of EAT members, comprising the chair and vice-chair from each grade band and two higher education professionals. The SDC members are as follows: Meredith McMackins, Dyer County Schools Karen Sewell, Freed-Hardeman University Nicolle Moore, Greeneville City Schools Leigh Ann Potter, Hamilton County Schools Rachel Peay Cornett, Lipscomb University Tammy Marlow, Macon County Schools Courtney Gray, Monroe County Schools Leticia Skae-Jackson, Williamson County Schools The SDC in-person working sessions will be held December 4-6th, 2024, at the State Board of Education office at 500 James Robertson Parkway, Nashville, TN 37243. Working sessions are open to the public to observe. Please notify Catherine Johnson, catherine.ann.johnson@tn.gov if you plan to attend. The State Board of Education is charged under Tennessee Statute (T.C.A. § 49-1-311-313) and State Board Policy (Standards Review Policy 3.209) to review and approve the English Language Arts (ELA), math, science, and social studies standards at least every eight years. Each standards review process follows the same almost two-year rigorous, legislatively mandated process to promote collaboration and transparency. This process entails significant public feedback and coordination across educators, state government, and appointed representatives.

The State Board of Education is pleased to release our 2024 annual Master Plan Report which focuses on state-wide outcomes and the State Board’s efforts to ensure our rules, policies, and systems are working together to support student success. The 2024 Report outlines the State Board’s key focus areas, the steps we have taken over the last year to strengthen rules, policies, and systems, and Tennessee’s state-wide outcomes to date. “We share this information with the understanding that we must be transparent about our outcomes, measure our progress, and construct innovative solutions together,” said State Board Chairman Bob Eby and Executive Director, Dr. Sara Morrison The State Board is charged by state law, T.C.A. § 49-1-302 with developing and maintaining a master plan for public education, kindergarten through grade twelve, and providing recommendations to the executive branch, the general assembly and the local boards of education and directors of schools regarding the use of public funds for education. The State Board’s master plan provides a lens through which all Tennesseans can examine state-level efforts and determine if rules and policies are positioning school districts to effectively prepare Tennessee students for workforce, post-secondary success, and productive citizenship. The State Board regularly evaluates progress and updates its master plan to inform recommendations regarding the use of public funds for education every three years. The master plan can be viewed on the State Board website here.

Today, the State Board of Education announced the selection of its 21-member Educator Advisory Team (EAT) to review Tennessee’s current English Language Arts standards. The members were selected from 297 applications, the highest number the State Board office has received, and will utilize comments based on our public feedback survey and their personal experience as distinguished educators. The EAT members are as follows: • Tiana Hubbard, Cleveland City Schools • Meredith McMackins, Dyer County Schools • Karen Sewell, Freed-Hardeman University • Nicolle Moore, Greeneville City Schools • Leigh Ann Potter, Hamilton County Schools • Riley Brewer, Knox County Schools • Amanda Boyd, Lenoir City Schools • Rachel Peay Cornett, Lipscomb University • Tammy Marlow, Macon County Schools • Benita Villines, Marshall County Schools • Nathan Harmon, Meigs County Schools • Josef Woody, Memphis Shelby County Schools • Samantha Singer, Metropolitan Nashville Public Schools • Jeni Moore, Milan Area Schools • Brytany Stewart, Milan Area Schools • Courtney Gray, Monroe County Schools • Diana Cook, Putnam County Schools • Mandy Smith, Rutherford County Schools • Luke Anderson, Tennessee Tech University • Trent Smith, University Schools • Leticia Skae-Jackson, Williamson County Schools The EAT is separated into committees based on grade bands (i.e., K-5, 6-8, & 9-12) with six current Tennessee K-12 educators and one higher education professional per committee. Each committee is led by a chair and vice-chair who facilitate revision discussions, track all edits, and ultimately serve on the Standards Development Committee in December 2024. The EAT in-person working sessions will be held November 4-8th, 2024 at the State Board of Education office at 500 James Robertson Parkway, Nashville, TN 37243. Working sessions are open to the public to view. Please notify Catherine Johnson, catherine.ann.johnson@tn.gov if you plan to attend the working session in-person. The State Board of Education is charged under Tennessee statute (T.C.A. § 49-1-311-313) and State Board Policy (Standards Review Policy 3.209) to review and approve the English Language Arts (ELA), math, science, and social studies standards at least every eight years. Each standards review process follows the same almost two-year rigorous, legislatively mandated process to promote collaboration and transparency. This process entails significant public feedback and coordination across educators, state government, and appointed representatives.

We know that educators must be well-prepared to lead the next generation toward post-secondary and career success. As an educator, I get the unique opportunity to apply my expertise and experience by serving on the State Board of Education. I am honored to serve as the only current educator and advocate for the over 64,000 public school teachers in Tennessee. I am also qualified to set the record straight: Tennessee has incredible school districts and teachers. Educating and guiding the next generation of students is undoubtedly one of the highest callings. At the heart of every successful school is its teaching staff. In recent years, teacher shortages have reemerged as a major part of public education discussion. A common misconception continues to spread throughout the state that we have a statewide educator shortage. In reality, shortages are highly localized, with certain parts of the state having higher vacancy rates than others, and more pressing needs in particular subject areas or with specific student populations. As such, we must discuss solutions that increase the likelihood that prospective teachers will be adequately prepared and that we are not creating unnecessary or burdensome requirements that push potentially strong educators away from Tennessee. Data from the Tennessee Department of Education shows in the 2022-23 school year, 1.5% of Tennessee teaching positions were reported as vacant. Overall, Tennessee school districts should be proud to know they are doing much better at retaining teachers than the average national level at 4 percent. It is important to recognize, however, that the use of emergency credentials has increased and is also disproportionately used by certain regions of the state over others. We continue to encourage districts to leverage policies and practices focused on strategic compensation, school climate, and strong partnerships with Educator Preparation Providers (EPPs). At the state level, State Board of Education staff, in partnership with the Tennessee Department of Education, formed an Educator Licensure Review Committee. Committee members range from superintendents and school leaders to EPP directors and legislators. The Committee meets bi-annually to evaluate the educator licensure system and policies to ensure it continues to meet Tennessee’s evolving needs. Following feedback from the Educator Licensure Review Committee, the State Board is developing rule and policy recommendations to support the eventual removal of the Educative Teacher Performance Assessment (edTPA) for candidates completing a year-long, robust clinical practice. Ensuring all teacher candidates have an opportunity to practice, develop, and refine their skills while supported by a strong school-based mentor in a setting where they are likely to be hired following program completion are goals worthy of our attention. Removing assessment requirements, where appropriate, is also worth consideration. Attracting and retaining teachers is perhaps the most important thing we can do to supplement our state’s workforce and build economically thriving communities in our state. One way we can help build teacher capacity and fill teacher vacancies across the state is continuing to create easier pathways for current teachers to add additional endorsements. Teachers are the reason future generations of students can prosper in whatever postsecondary journey they decide. At the State Board of Education, our board members and staff are committed to the continuous improvement of the teacher-to-classroom pipeline while maintaining high standards of the profession. However, the solution does not just end with us. I also applaud the great work being done by school districts and EPPs to prepare and support future and current educators in Tennessee. Our students deserve to enter classrooms and know they are learning from some of the best and brightest educators in the nation.

Governor Bill Lee has appointed Bonza Auberson, a senior at Cookeville High School in Putnam County Schools, to the Tennessee State Board of Education. As a student representative, Ms. Auberson will join the board at the August quarterly meeting and will serve on the State Board of Education for a one-year term. Student board members hold voting positions and can weigh in during Board discussions. “We are elated to have Bonza serve as our student member,” said Dr. Sara Morrison, executive director of the State Board of Education. “She has a unique opportunity to maximize the student perspective and advocate for practices that best support learning in the classroom.” Ms. Auberson lives in Cookeville and is actively involved in the Cookeville High School and Putnam County community. She is an all-honors student and participates in her high school dance team, choir, and serves on the newspaper staff. In her free time, she enjoys singing in her church choir and engaging in youth group. This past summer, Ms. Auberson was selected to participate in Volunteer Girls State, a program of the American Legion Auxiliary that promotes female leadership in Tennessee.

Today, the State Board of Education launched an English Language Arts (ELA) standards feedback survey to gather public comments on Tennessee’s K-12 ELA standards. All Tennesseans are invited to review the standards. The survey will remain open through September 8th, 2024. The State Board of Education is charged in state law with adopting academic standards to provide a common set of expectations for what students will know and be able to do at the end of a grade for each subject area. Our state’s standards are rooted in the knowledge and skills students need to succeed in their postsecondary studies and/or careers. “In order to promote collaboration and transparency, it is critical that we allow all Tennesseans the opportunity to provide public feedback on our current ELA standards. This continues our momentum to ensure that educators, students, and parents have a clear picture of academic expectations at each grade level,” said Dr. Sara Morrison, executive director of the State Board of Education. The existing ELA standards, last approved in 2019, are being reviewed in the public feedback survey. The public is encouraged to note whether a standard should be kept, removed, modified or moved to a different section. Participants can focus on reviewing individual grades, grade bands or electives. “Tennessee’s multi-year, rigorous standards review process is rooted in multiple rounds of feedback from students, educators, and others to ensure Tennessean’s voices guide our work,” said Breanna Sommers, director of policy and academics of the State Board of Education. The public feedback survey can be found on the State Board of Education website, along with a detailed timeline for ELA standards review.

Leadership Tennessee, a collective with a mission to foster non-partisan dialogue on issues of state importance, has named Bob Eby to its 2024–2025 Signature Program Class XI. In Leadership Tennessee’s 11th Signature Program, 14 different Tennessee counties are represented with diverse professional experience in the business, government, education and nonprofit sectors. Over the course of 10 months, the cohort will visit all corners of the state, analyzing challenges that Tennessee faces, and will work together to identify the best solutions and opportunities. The statewide study will result in concrete plans to continue dialogue and actions addressing the most serious issues uncovered. “I am proud to bring to the table my unique perspective and find ways we can improve the learning experience for Tennessee’s K-12 students,” said Bob Eby, Chairman of the Tennessee State Board of Education, Class XI member. “I admire the talented professionals also named to this year’s class. I have collaborated with several of these members since serving on the State Board, and I am certain that this opportunity will allow us to make a transformative impact for the betterment of our state.” The group was selected by an anonymous selection committee based on the following criteria: leadership experience, a history of addressing statewide issues in both a personal and professional capacity, and a strong understanding of what challenges Tennessee faces today. “In a time of increasing polarization, Leadership Tennessee’s mission to bring individuals together with the goal of bettering our state is something we can all be proud of,” said Alfred Degrafinreid II, president and CEO, Leadership Tennessee. “Year after year, we find that our programming helps folks to think critically while we are working together, and that continues long after the session has ended with professionals folding these major topics into their work.” Previous classes have been able to facilitate numerous community engagement sessions across the state. Since Leadership Tennessee’s founding, more than 600 members have graduated through both the Signature Program and Leadership Tennessee NEXT, which is dedicated to emerging leaders. The cohort’s work will begin in August and run through June 2025. ABOUT LEADERSHIP TENNESSEE Leadership Tennessee was founded in 2013 as an initiative of the College of Leadership and Public Service at Lipscomb University, and in 2021, it launched as an independent 501(c)(3). The program fosters collaborative, non-partisan dialogue on issues of state importance, connecting a network of diverse leaders and engaged citizens. Citizens with demonstrated community and professional leadership from every region of the state bring their diverse backgrounds and experiences to an in-depth exploration of the complex issues facing Tennessee, with a focus on how leaders can collaborate to effectively address those issues.

There is no question in my mind that serving on the Tennessee State Board of Education (SBE) is an honor and a privilege. Descriptions we often hear when someone remarks on their experience regardless of what form it may have taken. These words aptly describe how I feel about my own experience over the past ten years. I was reluctant in June 2014, to serve and represent the sixth congressional because it was something meant for others to do or so I thought. I had misconceptions like many others who would tell me SBE members need to be educators or be an expert on education policy. State Board members, with one exception, are not required to be educators. Members are selected to represent a cross-section of the state’s population and therefore come from various walks of life. While all members are expected to represent the voices of Tennessee citizens and specifically the constituents in their respective districts, our board also hosts the unique opportunity to have a student member who is appointed by the Governor and represents the voice of students. The impact from serving as a board member is far-reaching and well beyond anything I have done before. Accepting the opportunity to serve on any government board or commission requires a full understanding of the responsibilities, and what it takes to be an effective member. Members are expected to be well prepared by reading and comprehending the data supporting each item up for the board’s vote. Rules or policies are not approved unless they are in the best interest of students’ education, and unless they meet the intent of legislation passed by the General Assembly. Anyone can observe a board meeting once or twice to witness the depth and breadth of questions and discussions that members have prior to a vote. While a great deal of work goes into making the proposals the best they can be, votes are not always unanimous and sometimes items are modified, postponed, or in some cases rejected. I am proud of the board’s commitment to transparency and accountability, major pillars of the board’s strategic plan. The board does not operate in a vacuum: it works closely with the Governor, the General Assembly, the Department of Education, and other education organizations all while placing a high value on input from constituents in advance of voting. Our focus, through SBE rules and policies, is providing the highest quality education to all students and improving student outcomes. As I reflect on my two terms of service, totaling ten years with five as board chair, the standout moments were not about what I or the board accomplished. They were witnessing what was happening in schools, observing excellence in action with teachers inspiring their students with a love of learning, administrators providing and supporting a professional learning environment and culture for students and teachers alike, witnessing how teachers of different content areas were collaborating to address the whole child’s education, seeing student excitement for career technical education courses offered, and earning industry credentials, graduating with college credit, or an associate degree. Other moments were watching superintendents supporting one another by discussing and sharing how they would address a new requirement, challenging issues, or budget concerns; the celebratory moments for exemplary and reward school recognition; and celebrating teachers, supervisors, principals, and superintendents of the year. There were times filled with concern and hope for our future, the safety of our children, overcoming what seemed like insurmountable challenges, and determining the best way forward during one of the most challenging times of our lives when the COVID-19 Pandemic began. We found a path forward through unchartered waters by passing emergency rules that provided a road map for districts to open schools while ensuring the safety of students and educators; holding harmless districts and schools for accountability due to school closures and issues beyond their control; approving rules for virtual learning, and other changes to increase the likelihood of minimizing learning loss. The Board’s work during the pandemic brought positive changes to SBE rules and policies designed to improve student outcomes by lowering unnecessary barriers to educator licensure issuance, addressing early childhood literacy, revising academic standards that include alignment of timing for new textbook adoption, improving the licensure discipline process clarifying what actions should be taken against an educator’s license for violations of the code of ethics/conduct, revisions to teacher training standards to ensure alignment with academic standards, and more. Serving is not a singular act accomplished by one board member or the board acting alone. It is a collaboration among many. The board cannot function without the dedicated experts in education, who are often behind the scenes conducting research and writing policies and rules while ensuring members have access to the most current data to inform our decisions. Many of these professionals are unsung heroes and deserve our deepest appreciation. Thanking them for their hard work and dedication is essential. The leadership and staff of the State Board of Education are among the first for their commitment to the work of the board and for their relentless pursuit of excellence in the education of our children; school districts and their educators for their dedication, and focus on providing a high-quality education that prepares students for life after high school; the Department of Education’s outstanding team for their partnership; and the State Collaborative on Reforming Education (SCORE), the Tennessee Education Research Alliance, the Tennessee Higher Education Commission, the Tennessee School Boards Association, and the Tennessee Organization of School Superintendents to name a few. I am proud to have served our state, alongside my fellow board members, in the most important endeavor entrusted to the Board of Education; that is the education of our children, through our Tennessee academic standards, policies, and rules. It has been an honor and a privilege! Written By Lillian Hartgrove, Chair Emeritus State Board of Education, serving Tennessee’s Sixth Congressional District

(NASHVILLE, Tenn.) — Lt. Governor Randy McNally has appointed Marsha Johnson, a Clarksville, TN resident to the Tennessee State Board of Education. As the representative for Tennessee’s seventh Congressional District, Mrs. Johnson will join the Board at its upcoming quarterly meeting on May 31 and will serve a five-year term. Marsha’s 35 years an educator included teaching in Tennessee’s Montgomery County Schools System and across the state line in Kentucky at Fort. Campbell’s Dependent Schools. Her accomplishments include receiving a 2001 Presidential Award representing the Armed Forces for Excellence in Mathematics. Since retiring from teaching in 2014, Marsha resides with her husband, Representative Curtis Johnson, in Clarksville, TN. “As a dedicated career educator, Marsha Johnson’s talent and experience will serve the Tennessee State Board of Education well. With over 35 years in K-12 schools, Marsha has taught many different grades and many different subjects. I am confident her contributions to the commission will serve our state and its students well,” said Lt. Governor McNally. The Tennessee State Board of Education is composed of 11 members representing the diversity of the state – one from each congressional district, plus a student member, and the executive director of the Tennessee Higher Education Commission who serves as non-voting ex officio member. Board members are unpaid for their service. They are appointed by either the Governor, the Lt. Governor or the speaker of the House of Representatives and confirmed by the legislature. Members are selected based on a passion for service to the people of Tennessee and the education of Tennessee’s children. “Marsha's extensive experience as a former educator makes her well-versed in the work of the Board. We are excited to see how she plans on expressing her opinion when voting on our rules and policies,” said Dr. Sara Morrison, executive director of the State Board of Education.

The Tennessee Purple Star School Award was designed to highlight military-friendly schools that show a major commitment to serving students and families connected to our nation’s military. Awardees receive special recognition to display in their buildings. A school must reapply every two years to maintain the recognition status. Schools are eligible for the award if they have a point of contact within the school that has completed a professional development component specific to the needs of military-connected students. The school website must contain a page that provides resources for military families. The school then chooses an additional activity that aligns with the school’s population and goals. For families, the designation will help guide them to schools that have support in place. In November 2019, the Tennessee Military Interstate Children’s Compact Commission, MIC3, opened applications for the first round of the Tennessee Purple Star School Award. The award is presented to a new class each spring. The award is designed to recognize military-friendly schools in Tennessee. Children in military families experience many challenges: transfers to multiple schools, adapting to new environments, or a parent deployed to a war zone. Military-connected children have needs that are different from other students. Tennessee has 10,230 children in active duty families and 14,560 in Guard and Reserve families. The compact addresses the key educational transition issues encountered by military families including enrollment, placement, attendance, eligibility, and graduation. The compact was adopted by all 50 states and the District of Columbia. Tennessee adopted the compact in 2011. Tennessee has 10,230 children in active duty families and 14,560 in Guard and Reserve families. The Purple Star School Award aligns with the components of the Military Interstate Compact.