51¸£ÀûÉç

As you know, OSPI released emergency discipline rules related to classroom exclusions at the start of the school year. They have now opened public comment as part of their permanent rulemaking process. We need our school leaders to submit feedback to OSPI. Even if changes in your building have been subtle, your voice matters. We must ensure your perspectives as principals and assistant principals are heard. If you don’t tell your story, someone will tell it for you.

This is a courtesy announcement from the OSPI Professional Certification Department to inform educators that a change has been adopted by the Professional Educator Standards Board (PESB) that affects how educators need to apply to renew their certificates.

The Office of Superintendent of Public Instruction (OSPI) just filed emergency rules clarifying and updating Chapter 392-400 WAC Student Discipline (see OSPI Rulemaking Activity website). OSPI plans to also conduct permanent rulemaking concerning Student Discipline. The emergency rules are effective immediately and the permanent rules are anticipated to be in effect by the 2025–26 school year. OSPI worked in collaboration with our team at 51¸£ÀûÉç, practicing principals, assistant principals, and teachers, as well as the Washington Association of School Administrators, the Washington Education Association, and the Washington State School Directors' Association to guide the updates and rule clarifications. These changes reflect important shifts in enhancing the learning environment through leadership and policy integration at the local level.

In partnership with 51¸£ÀûÉç, OSPI would like to hear directly from building administrators about how to best support you and your colleagues with beginning the implementation of your district’s SSB 5030/Comprehensive School Counseling Program (CSCP) plan this coming year. Your feedback will inform our collaborative work with 51¸£ÀûÉç to develop resources, tools and training that can help you to feel inspired, hopeful, and ready to leverage SSB 5030 to support improved student outcomes through the CSCP.

I had always been appreciative of the love and support of other caring teaching mentors and leaders in my system. They looked out for me, mentored my blossoming teacher leadership skills, and encouraged me to pursue school leadership and my passion for supporting students and families in my community. This support and encouragement put me on a path to school leadership and eventually, an 51¸£ÀûÉç-trained principal mentor in my district.