Happy Friday!
As we wrap up this week, I want to sincerely thank everyone for all of your hard work and the sacrifices you’ve made. Your dedication to our students and our school community does not go unnoticed, and it is because of each of you that we continue to make strides in all areas.
In this week’s Wrap-up, I want to take a moment to reflect on what drives us. Our motivations are the foundation of the commitment we bring to our roles each day. Also, I will highlight some of the changes in professional development for Arkansas educators, and make you aware of new opportunities for non-licensed employees to earn their teaching degree and license.
Commitment and Motivation
I want to take a moment to reflect on the motivations that drive our work and the types of commitment we bring to the school. Three key types of commitment influence how we engage with our roles: affective, continuance, and normative commitment.
* Affective Commitment: This is when we are driven by a deep emotional attachment to our work because we truly believe in the mission of our school and what it stands for. It is the “want to” feeling – we are here because we want to make a difference in the lives of our students and contribute to something meaningful.
* Continuance Commitment: This type of commitment is more pragmatic. It is when we stay because leaving would come at too high a cost, whether that is financial, professional, or personal. It is the “have to” feeling – we might not be passionate about everything we do, but the stakes of walking away are too high.
* Normative Commitment: This stems from a sense of obligation. We stay because we feel that we should. It is the “ought to” feeling – perhaps we owe it to our colleagues, our students, or even ourselves to see things through, regardless of personal preference.
Beyond these forms of commitment, we also have two primary motivators that affect how we approach our work: mission-driven or ego-driven.
* Mission-driven motivation comes from a focus on the greater good. It is about serving our students, supporting each other, and striving for excellence because we believe in the collective success of our school.
* Ego-driven motivation, on the other hand, is more focused on individual gain, recognition, or advancement.
While both motivations can drive success, it is the mission-driven schools that see long-lasting impact and sustained success. When we are aligned with our school's mission, we cultivate affective commitment—the kind of dedication that sustains us through challenges because we believe in the value and purpose of our work. This idea mirrors what Simon Sinek describes in his book Start With Why, where he explains that “People don’t buy what you do; they buy why you do it, and what you do simply proves what you believe.” When our "why" is deeply rooted in the school’s mission and the difference we want to make in students' lives, our actions become more meaningful.
Sinek emphasizes that mission-driven organizations foster a culture of intrinsic motivation and loyalty, which leads to higher performance and a lasting legacy. Schools that prioritize their "why"—their core mission to educate and empower—are more likely to inspire not only teachers and staff but also students and the community to achieve greatness.
This sense of shared purpose also ties into social identity theory in social psychology. People tend to derive a strong sense of belonging and self-esteem when they identify with the mission and values of the group they are part of. In our case, when staff members feel connected to the school’s purpose, it fosters group cohesion. A cohesive team, working toward a common mission, is more collaborative, supportive, and effective in overcoming challenges. In contrast, schools driven by ego-related motivations may see short-term success but often lack the depth of connection and community that sustains long-term growth.
Furthermore, fostering psychological safety, the idea that people feel safe to express themselves without fear of negative consequences enhances this mission-driven culture. When staff members feel safe to take risks, share ideas, and voice concerns, we foster a culture of innovation and resilience. This aligns with affective commitment, as it strengthens the bond between staff and the school's mission, ensuring that everyone feels valued and part of a greater cause.
As we move forward in this school year, I encourage everyone to reflect on their motivations and commitment. Let us ensure that we are fostering a culture of affective commitment, where our shared purpose drives us to not only meet our goals but exceed them in the best interest of our students and community. Together, as a mission-driven team, we can achieve great things.
Thank you for your continued hard work and dedication! Let us keep our mission at the forefront of everything we do.
More Opportunities for Classified Employees to Advance
Our REACH program has been a remarkable success, with some of our former paraprofessionals now thriving as teachers in their own classrooms. It is inspiring to see how this initiative has transformed careers and enriched our school community. However, REACH currently limits licensing to teaching up to 5th grade. For those looking to expand their impact, UALR has a new program that offers a wonderful opportunity to pursue certification for middle school grades as well. We encourage our classified employees to explore these pathways and consider becoming a part of our talented teaching staff. Your potential is waiting!
Professional Development
Recently, changes in maintaining professional development for Arkansas Educators have led to questions regarding timelines and requirements. All Arkansas educators are required to complete a minimum of 36 hours of professional development for fulfillment of district contracts. In our district, these 36 hours are provided through summer flex days and Back to School training days. MSD-certified employees log all professional learning including the required 36 hours for contracts in the ESC Works Shoebox and include that documentation at the end of the year in the Professional Growth Plan review with the building principal. As in past years, the 36 hours have to be separate from student interaction days, meaning that training sessions attended during the school year are not included as a part of the 36 hours required for contracts.
In addition, every five years, the Arkansas Department of Elementary and Secondary Education will require each individual educator to provide documentation of completion of 8 specific hours (2 hours each) in the following areas:
In the past, these have been required on a rotating basis and documented by the district. Beginning this year, documentation for these eight hours will be a part of the license renewal process for each educator. Each of these can be completed either through Arkansas IDEAS or will also be provided through the DeQueen-Mena Education Service Cooperative each summer.
Closing
Thank you all for enforcing our new cell phone policy and for helping us deal with some of the pushback. You should know that our efforts have netted positive results that are being noticed, most recently after the local threats that have been made on social media. Yesterday, Sheriff Sawyer spoke to The Rotary Club and commended Mena Public Schools for enforcing our cell phone policy. He also attended this morning’s district leadership meeting to explain that none of the threats that were made were against Mena and that the ones that were made were compounded in schools that continue to allow cell phone use. He noted how cell phones in the hands of students during an emergency only make things worse. So, thanks again for upholding our expectations.
Congratulations to the entire team at Louise Durham Elementary for completing their behavior plan! With the dedication and leadership of everyone involved, we have successfully finished our BX3 behavior matrices across all buildings. This is a significant achievement, and we are excited to move forward by closely tracking discipline data and looking for positive results. Together, we are ensuring a consistent and supportive environment for all students. We will continue to work together and make a lasting impact!
Our Bearcats and Ladycats on the volleyball, golf, tennis, and cross-country teams have been making us proud this season! The volleyball team celebrated big victories over Arkadelphia and Fountain Lake, showing their determination and skill on the court. Our golf teams have also been on a winning streak, with impressive wins over Pottsville, Ozark, and Bigelow. Meanwhile, the girls and boys cross-country teams continue to excel, both securing top 5 finishes in recent competitions.
The Bearcats Football Team will host the Stigler Panthers out of Oklahoma tonight in the second home game of the season. We are 2-0 and have not been scored on yet; so, please come out and show your support to keep our win streak going! We will also be recognizing the 2014 State Runners-up and our 2nd and 3rd graders so it will be a special night.
We appreciate all of the grandparents who came to Holly Harshman Elementary this week for Grandparents Day!
It is great to see #menareads continuing to flourish! Keep it up!
It was another good week for us at Mena Public Schools!
At Mena Public Schools our students are prepared, our staff is supported, and our community is confident.
Have a nice weekend!
