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February 2023 LeadershipMatters IARSS Releases 2023 Survey Superintendent Check-In Q&A: Aspiring Substitute Teacher Academy Teacher Shortage In Focus: page 4 page 10 page 6 Plus SPECIALTRIBUTE ToMyFriend,Michael Smith page 23

Black HistoryMonth: A ConversationWith Dr. SonyaWhitaker Celebrating e B L A C K H I S T O R Y M O N T H page 12

Dealing With Frozen Pipes at School: Tips From Ralph Grimm

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We take a closer look at the teacher shortage in Illinois in three parts. First, learn about the IARSS 2023 Educator Shortage Crisis Survey. Second, we talk with Superintendent Larry Maynard about Oakwood CUSD #76’s Aspiring Substitute Teacher Academy. Third, we check in with three superintendents about how they are addressing the teacher shortage locally. TEACHER SHORTAGE

Black History Month— Conversation With Dr. Sonya Whitaker

Reception for IL 2023 Superintendent of the Year at AASA in San Antonio IASA Legal Corner IASA News In Brief IASA Professional Development Opportunities IASA Calendar of Events

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Dr. Tony Sanders Named Illinois State Superintendent Tips For Dealing With Frozen Water Pipes In School

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Volume 11, Issue 2 February 2023 LeadershipMatters 23020 Jason Nevel Director of Social Media and Publications jnevel@iasaedu.org

2648 Beechler Court Springfield, IL 62703-7305 217.753.2213 800 Woodfield Road, Ste. F109 Schaumburg, IL 60173-4717 847.466.5075

Marjorie Gladish Graphic Designer mgladish@iasaedu.org

1200 West Main Street Marion, IL 62959-1138 618.364.0501

www.iasaedu.org

Scan here with your phone’s QR code reader to get the IASA APP— Don’t have a QR reader? Go to or and search for IllinoisASA.

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Message From the Executive Director InnovativeWork by Illinois School Districts Is HelpingMitigate the Teacher Shortage

Dr. Brent Clark

RidgewoodHighSchool: Students at this high school in Chicago’s west suburbs can get a head start on their education career by earning a certification/endorsement from the state of Illinois. In earning this endorsement, students complete college coursework and gain teaching methodology experience. All of the Ridgewood students who earned the endorsement over the last three years have continued to pursue their license at a four-year institution. OkawAreaVocational Center inVandalia: Students from 13 surrounding districts can earn college credits, develop teaching plans and gain on-the-job training that helps them explore a future career in teaching at the Okaw Area Vocational Center. These types of innovative programs are critical in helping schools alleviate teacher shortages in their districts. However, more progress is needed at the statewide level to comprehensively address the problem. The Illinois Association of School Administrators is a unified voice for public school superintendents and central office administrators across our state. Our members continue to report concerns relayed from teachers that the retirement age of 67 for Tier 2 educators is too late. This problem is especially stark at the pre-K and early-elementary levels. Another concern is the high costs associated with attending a four-year university. An expansion of state and federal programs that offer full tuition waivers for people hired as teachers should be part of the mix of ideas to address the teacher shortage. To close, the teacher shortage is a multi-faceted problem that will require a multi-faceted solution. The ideas mentioned above are only part of the answer. What remains clear is that efforts at the local level to boost the educator pipeline and retain current educators has been, and continues to be, a central component of addressing the teacher shortage.

The release of the 2022 Educator Teacher Shortage Study is a reminder that Illinois’ teacher shortage continues to be a burden on school districts. Findings from this year’s survey conducted by the Illinois Association of Regional Superintendents of Schools show 79 percent of responding districts reported an educator shortage problem, and nearly half, 45 percent, reported staffing shortages have grown worse. While discussions at the statewide level continue to evolve, superintendents across the state have taken matters into their own hands and have begun to develop solutions at the local level to mitigate the problem. Across Illinois, school districts have formed partnerships with universities and community colleges that have aided in the development of education pathways and expanded dual-credit education courses— that transfer to teacher education—for high school students. Some districts have even looked outside of our country to fill classroom teaching roles. By exposing students early on to a career in teaching, public school districts are planting the seed in young people that teaching is a rewarding career and providing students on the-job training while also giving them a head start on college coursework. This boost is critical in attracting more young people to the field and fighting back negative perceptions that teaching is not a worthwhile career. What do these programs look like? Here are three examples of innovative work currently happening: PeoriaPublic Schools: Local aspiring educators can access tuition assistance, professional mentorship and various stipends before graduating with a board-approved teaching position in hand through the District’s Grow Your Own Program. PPS also utilizes a J1 Visa Sponsor and hired 28 international teachers from the Philippines two years ago. This month, the district oriented 10 new highly experienced international teachers from various countries in the Caribbean and Africa and will be welcoming up to 30 more from that region for the 2023–2024 school year.

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Press Release

February 2023

IARSS Survey: NewDataConfirmsTeacherShortageCrisis, ButAttentionIsHelpingProvideAnswers.

Submitted by Illinois Association of Regional Superintendents of Schools

Springfield —In its sixth year, Illinois’ most comprehensive study confirms clearly that the statewide teacher shortage problem is a crisis not likely to ease soon. But new feedback from school districts suggests the attention on the problem is helping them find solutions. The Illinois Association of Regional Superintendents of Schools (IARSS), representing the leaders of Regional Offices of Education and Intermediate Service Centers in all 102 Illinois counties, again partnered with Goshen Education Consulting for a fall 2022 survey of nearly 700 school districts statewide on the key questions around the depth and consequences of Illinois’ teacher shortage crisis. IARSS leaders say there are encouraging results this time that various efforts to provide solutions are working, but there is much more work ahead to rebuild a pipeline of future educators for classrooms across Illinois. “We have taken great pride that our annual study not only helps highlight the obvious shortages facing our schools, but also brings together the educational leaders and state policymakers for short-term and long-term solutions. I am encouraged that those conversations are yielding some positive results,” said Mark Klaisner, IARSS President and Executive Director of the West40 ISC west of Chicago.

“But it is also clear our challenges in finding qualified teachers across the state to meet children’s needs will remain high for a number of years ahead. We cannot lose sight that the work we do today to again make education the attractive, rewarding career as we know it to be is critical to providing the best education possible for every child, from Rockford to Cairo.” TopResults Illinois school districts report the teacher shortage problem continues to frustrate and force adaptation: • 79 percent of schools say they have a teacher shortage problem. • 93 percent of districts say the shortage is as bad as or worse than last school year. • 95 percent of schools say they have the same or fewer

applicants for open positions from last school year. • 92 percent of schools report a substitute teacher shortage problem.

• A concerning number of schools report that less than half of the applicants they receive for their open positions are actually qualified for those roles. For about one-fifth of schools seeking to fill non-licensed staff and paraprofessional roles, less than half of their applicants would be qualified for those positions.

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Click here to view the 2022–23 Educator Shortage Report.

NewInsight The survey team made an intentional decision this year to ask more forward-looking questions of school districts. Instead of focusing only on the current problems that have been well documented, the team wanted to better understand how schools are seeing a number of policy changes from recent years affecting the shortage problems. Some highlights include: • 68 percent of schools believe incentivizing teachers to complete additional endorsements to teach in other subject areas has had a positive effect on recruiting and retaining teachers. Working with universities to place student teachers and providing extra compen sation or benefits also ranked high in helping recruit and keep teachers. • A significant number of Illinois school districts believe these moves by the Illinois State Board of Education and the Legislature have helped recruit and retain teachers: ▫ Increasing the number of days retired teachers can substitute teach without affecting their retirement benefits (80 percent); ▫ Increasing the number of substitute teaching days to 120 per year (79 percent); ▫ Expanding eligibility requirements for substitute teachers (64 percent). Looking ahead, districts provided state policymakers some ideas to make the teaching profession even more attractive: • 86 percent recommend offering additional scholarships and waivers to teaching candidates.

• 86 percent recommend offering additional compensation for staff in high-need subject areas or schools. • 84 percent recommend increasing funding for the state’s pension plan for teachers. • More than 70 percent say making it easier to learn about how to become a teacher and about how state funds can make teacher licensing more affordable also would help. What’sNext IARSS and its survey partners have worked to identify both the major challenges behind the shortage crisis, and a menu of ways to turn around its growing momentum. Policy recommendations included in the 2022–2023 study include: • Increase funding throughout the teacher pipeline to entice more young people to go into the field and better support those who start but can be tempted to leave. • Address the upcoming end to federal stimulus funding for supporting the teacher pipeline. • Create a robust teacher recruitment system, with an emphasis on high-need subject areas such as bilingual, special ed and STEM education. • Make the completion of teacher training more affordable.

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Q U E S T I O N S

& A N S W E R S Q

Click here to listen to the podcast. The following is a condensed and edited version of that conversation.

Q How severe is the substitute shortage in your district? Like many districts in our area, it’s been very challenging. What has really heightened the intensity for us is that we had six positions that we were not able to fill with licensed people to start the school year. That forced us to take the next step, which was to hire long term substitute teachers. What happens is whenever you already have a short pool, and then you move your best subs into the classroom full time, you’ve got even fewer people in your sub pool. It just compounded on us. So we knew we had to do something and came together right before Christmas Break and tried to figure out how to address this. Our people are just hurting and exhausted. One of our school board members at that meeting stepped up toward the end of the conversation and said we’re talking about a lot of things, but we really need a solid action plan. We need to address this immediately. That really was a catalyst that got us moving even quicker. We worked over Christmas Break and decided to have an Aspiring Substitute Teacher Academy, which I have to admit I kind of stole that name from IASA. We thought let’s try an academy for one night and see what kind of response we get. We put out our cry for help and told our communities there is a crisis in our school system. We publicized it and tried to really draw a lot of interest. At that meeting, I had a PowerPoint and facilitated the presentation on behalf of our team. We talked about the problem, some data behind the problem and what we’re

Can you start out by saying a little bit about yourself and your school district? I am superintendent of Oakwood School District #76. We’re right off of Interstate 74, next to Danville, in east central Illinois. We have approximately 875 students in our preK–12 school district. It’s a privilege to serve there. This is my 31st year in education, and I’ve served six years as superintendent. New Approach to Substitute Teacher Shortage Struggling to find substitute teachers in your district? In this IASA Podcast, we spoke to Larry Maynard, superintendent of Oakwood CUSD#76, about the district’s recent Aspiring Substitute Teacher Academy. The effort helped double the district’s applicant pool.

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trying to do long-term. Then, we told them we’re asking for your help in providing us a short-term solution. We had 35 people in the room total and signed up 20 additional substitute teachers that night. What helped was we invited the Regional Office of Education. Also that night, we had three classroom breakout sessions— one was grade school, one was junior high and one was high school. Our staff talked to them about what it looks like to be a substitute teacher and what a typical day looks like. It was very interesting and clear how much people wanted to help, but they didn’t know how to become a sub. We talked about the bachelor’s degree requirement or having the 60 hours and just tried to answer all of their questions. It sounds like one of the biggest barriers you had to overcome was educating your community on the requirements. It was that and people not knowing how great the need was and why the need is there. People didn’t know things like where the regional office is. Some people thought they had go to the high school. Like I said, having the ROE there that night to answer those questions was a tremendous help. Where was your district at pay wise for substitute teachers? Like everybody around us, we’ve had to raise the amount. We’re right in line with everyone else in our county. We bumped it up to $125 dollars per day. And then we also threw in a few extra incentives to try to help, like paying for their lunch each day.

Howmuch of an impact did it have on your district to increase your substitute teacher pool by 20? When those 20 people signed up that night, it doubled our sub pool as a school district. So now we’re no longer having to ask our teachers, who are doing an excellent job, to give up their plan period to go cover a class. Or we don’t have to pull someone from an aid position that needs to be working with the child to move over and supervise a class. That night was one of the most impactful things I’ve ever seen. We doubled our pool that night, and we have picked up probably four or five more. I feel like it has really bonded us together for a cause. Our mission the other night was basically just to share with them they don’t have to grade papers or create lesson plans. We will have everything provided for you. What we need from you is to be visible, to be accessible to supervise and just to care for our kids. I would say, first of all, the return on investment is phenomenal. It’s just making sure that you market this and get the word out. We used social media. We sent letters home to families and we pushed it out to the community. As far as takeaways, I would say get your regional office of education involved to partner with you. Make sure that you have everything ready to go, not only to answer questions, but have the paperwork in hand at tables and everything else ready to go. It makes it so much better when you can have someone from the ROE there and show them how to log into ELIS and create their login account. Being able to get registered that night was huge. I think we would have lost steam and people if they had to drive to the ROE and find additional time in their schedule. It’s not an easy process and there are a lot of fees. We even told them we’re going to pay your registration fee. We’re going to pay for your background check fee. Just come on board and be a part of our team here at Oakwood. What advice do you have for your peers?

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Q What type of supports are you providing to help new substitute teachers have success in the classroom?

As they enter into our building, we’re going to greet them. We call them guest teachers and not substitute teachers because we want them to know they’re a guest in our building, and it’s our job to be a great host and take care of them. It’s about check in and check out. It’s our teachers next door coming in during the day and supporting them.

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Welcome to the ReceptionHonoring Dr. PJCaposey IASA2023 Illinois Superintendent of the Year 5:30-7pm Friday, Feb. 17, 2023

At Biga on the Banks Restaurant

CLICK HERE TO RSVP

3RD FLOOR RIVER TERRACE ROOM 203 South St. Mary’s

23023

Co-sponsored by:

Aspiring Superintendent Academy

An Immersive Learning Experience To Prepare You For The Superintendency June 26–June 30, 2023

“

They prepare you for the unexpected and demystify the superintendency. I came in with imposter syndrome and a little intimidated, but this programmade me realize I could do it. The person I came in as is different from the person that is leaving. —Matt Condon, Principal, Morton Grove SD #70

What Is The IASA Aspiring Superintendent Academy And Who Should Participate? IASA’s Aspiring Superintendent Academy is an immersive learning experience like no other in the state for educators considering the superintendency. Participants engage in active learning experiences and gain insights from respected practitioners about how to be an effective leader and leverage the position to change the lives of students. The fast-paced program features numerous simulations, reflection time and the creation of meaningful artifacts that reflect the current expectations of the job of superintendent. Mock interviews with professional search firms also help prepare you to land that first job. If you want a modern view of the superintendency beyond what is taught in graduate school, register today for IASA’s Aspiring Superintendent Academy! Target Audience: Central office staff, directors, principals, assistant principal and deans. Watch: Click here to watch a video of past participants discussing their experience.

• Grow your professional learning network • Gain immersive learning experience four days/nights • Attend working/networking dinners • Conduct mock interviews with a professional search firm • Earn Illinois Administrators’ Academy Credit • Build relationships that will last your career and your lifetime Why Should I Participate In The IASA Aspiring Superintendent Academy?

Application Deadline Fri., March 17, 2023

Contact Kristy Ponsler 217–753–2213 or kponsler@iasaedu.org Click for More Information/Application Questions?

FAST FACTS:

$1,750 per participant (program costs, resource materials, meals, and lodging) COST? ✓

Classes will be held at the IASA Headquarters 2648 Beechler Court, Springfield, IL 62703 217–753–2213 WHERE? ✓

June 26–June 30, 2023 (First day is an evening networking welcome reception. Remaining days will be 8am to 4:30pm) WHEN? ✓

Nearly 1/3 of participants have been hired as superintendent within five years of attending this academy VALUE? ✓

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3 Q uestions S uperintendents’ responses

Superintendent Check-In

It continues to be important for superintendents to support each other and share ideas. In Superintendent Check-In this month, we asked three superintendents about how their districts are addressing the teacher shortage. Each district was a recipient of an Education Career Pathways Grant from the Illinois State Board of Education. ISBE launched the Education Career Pathway Grant program in fiscal year 2020 to help school districts better meet their local teacher pipeline needs. According to a recent news release, the grants are preparing 10,805 future teachers in high schools across the state. The next round of funding is expected to be released in early 2023.

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If a student wants to become an educator, how does your district help them achieve that goal? When a student graduates, what kind of college credits/recognitions/certifications do they leave with? What impact will this initiative have on addressing the teacher shortage in your district?

How has the teacher shortage impacted your district? Your district received an Education Career Pathway grant from ISBE. How did your

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district utilize those funds?

Dr. Terrell Yarbrough Kishwaukee

Harlem UD #122 Enrollment: 6,188 Type: preK–12

VIEW RESPONSES

Dr. Brad Polanin Abe Lincoln Riverton CUSD #14 Enrollment: 1,236 Type: preK–12 VIEW RESPONSES

Kathy Clark Shawnee Johnston City CUSD #1 Enrollment: 1,036 Type: preK–12 VIEW RESPONSES

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AConversation WithDr. Sonya Whitaker On Equity, Politics, Black HistoryMonth andMore Celebrating e B L A C K H I S T O R Y M O N T H February 2023

In honor of February being Black History Month, IASA invited Dr. Whitaker on the IASA Podcast to discuss a variety of issues around equity and diversity in public education.

Click here to listen to the podcast. The following is a condensed and edited version of that conversation.

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Can you start out by saying a little bit about yourself and your school district? I have the distinct honor of serving in public education for almost 30 years. I served as superintendent of schools in two different districts and now have the honor of serving as Deputy Superintendent of Schools in Dolton West School District. In addition to that, I serve as the National Education Policy Director for PUSH for Excellence. In Dolton, we have just over 3,000 students. Well over 90 percent of our students are African American and qualify for free and reduced lunch. We are a pre-K through eighth grade school district. You mentioned your involvement with the national organization, PUSH Excel. Can you provide an overview and history of that organization and the work you do? PUSH Excel is also known as Push for Excellence. It was founded by the Rev. Jesse Jackson for the purpose

Can you discuss the recent event PUSH Excel held on Martin Luther King Jr’s birthday? For the last 32 years, we have hosted a breakfast to raise monies through the form of scholarships, for what we refer to as the Jesse Jackson Fellows. These young adults are students who are interested in attending college who may not otherwise have the financial resources to do so. We host this event to raise money that we need to continue to fund their academic experience. We also use the opportunity to highlight key programs within our organizations, such as the after school and the summer-STEM program. Why is it important to increase the pipeline of African-American educators in schools? of uniting parents and teachers and community members, as well as politicians, around the need to encourage students to stay in school and to push for excellence.

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How has Dolton School District 148 changed its approach to teaching about black history and the history of people with different racial and ethnic backgrounds? It has been very intentional here at Dolton. I call it a policy of intentionality as it relates to incorporating more culturally responsive instructional practices in our classrooms. We conducted an equity audit where we really began to go through and look at the materials that we were making and the curriculums that we were using to determine the extent to which the curriculum added value and reflected the contributions that people of color made to society. Then we developed a tool, an actual rubric that we use to benchmark textbook companies who came to our district and wanted us to buy their books. Equitable access to a quality education starts by making students knowledgeable of what the contribution that people that look like them made to society. I’m also excited about the development of our social studies curriculum. We are actually going to write portions of our curriculum so that, not only does it reflect history, but it also has another beautiful caveat about getting students to love our community. We want them to love the history of Riverdale. We believe that when we have students fall in love with the history of the community in which they live, they will develop skills of resilience and innovation and figure out how to rebuild those broken homes and how to take the boards off of the homes in our communities. They would ask me questions about how to address this back in school, or what to say to an all white staff? What I’ve learned since launching the series is that educators want a safe place to talk about race relations and how it impacts their work. Regardless of the color of our skin, educational leaders need to be prepared to address those types of issues. because it came about as a direct result of how educators were feeling after we watched, which has proven to be true, the murder of George Floyd on national television. It was during that time that educational leaders from across the state began to call me.

teacher shortage is actually more prevalent in school districts serving a majority of minority students. I think that’s a conversation that is not had enough. I also think what’s not being talked about enough is—it’s good for all students. I’m going to share something that I think is very important. I served as a principal in a district where the majority of the students, and most if not all of the administrators outside of me, were white. During my time as principal, I will never forget when a third or fourth grade white female student came up to me and said: “I’m so glad you’re here because I’ve never had a black principal or a black teacher before.” I asked her—because I was so excited about her willingness to engage in the conversation—why did you call that to my attention? She said because, if I didn’t see you, I wouldn’t even have known that it was possible. I will never forget that conversation. What is something school districts can do at the local level to increase the pipeline of black educators, and what is something you would like to see from a statewide policy perspective? There are school districts in our state that are doing great things to actively recruit, train and retain teachers of color into their school districts. It’s important to identify who those school districts are and give them a platform to share how they’re getting the job done. I would also suggest, from a policy perspective, that all school districts should have to submit a plan of action for how they’re going to increase the educator pipeline. You were a co-presenter on the IASA workshop, What’s Race Got to Do With It? Why was it important for you to lead that workshop, and what were some of the main takeaways participants had? I consider it a privilege and an honor to co-present with Dr. Donna Leak. I refer to those workshops as my brain child

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Illinois recently adopted new social science learning standards based on some of the work of the Inclusive American History Commission. What should educators know about these new standards? The Illinois State Board of Education has done a thorough job in that area. What I’m going to suggest is around implementation with fidelity. I would encourage school administrators to ensure that those standards are, not only being implemented, but that you select and put forth a curriculum that actually aligns with those standards. How concerned are you about the increasing polarization of politics and education? To say I’m concerned about the polarization of politics and education right now would be an understatement. I am actually over concerned. The reason that I am over concerned is I believe that there is a deliberate attempt to create mass confusion. That mass confusion is centered around the difference between Critical Race Theory and Culturally Responsive Teaching. It is important for all educators to realize that there is actually a very distinct difference between the two. Critical Race Theory is not being taught in a greater majority of pre–K through 12th grade classrooms in America’s public schools. It is being taught in college at the graduate level. Critical Race Theory is very, very different from Culturally Responsive Teaching. It’s more of a study related to the injustices that African Americans have experienced as it relates to their interaction with law enforcement. Culturally Responsive Teaching is what should be happening in America’s

Any tips or advice for superintendents about how to approach Black History Month in their districts? It is an opportunity to engage your students, your staff and your community wherever possible about the history and the contributions that black of Americans have made to society. We are much better when we work together on topics of this nature at the local level. The key is to use it as an opportunity to celebrate and learn more about black history and then try to continue learning more throughout the school year. What’s next for PUSH Excel and how can people get involved? We are committed in 2023 and beyond to taking our work to the next level. We need your support and cannot do it alone. We are taking some of the content from our critical thinking series entitled Shaping America’s Education Agenda and making the content free of charge. The sessions were virtual so that educators can log in in the evening and gain a form of professional development about advocacy topics around equity. We are also working to provide professional development hours to educators for participating in our critical thinking series events as well as launching a new professional development series. That will also be held virtually and in person at our headquarters. People can learn more at our website, pushexcel.org. K–12 educational classrooms. It is about the need for teachers and administrators to engage in professional development and other training so that they can better educate students of all backgrounds.

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ISBE Names Dr. Tony Sanders New IL.State Superintendent

The Illinois State Board of Education (ISBE) named School District U-46 Superintendent Dr. Tony Sanders the new state superintendent of education after a nationwide search. He will assume his duties in late February. ISBE Deputy Education Officer Krish Mohip will serve as interim state superintendent of education during the transition. Dr. Carmen I. Ayala’s term as state superintendent of education concludes Jan. 31. She announced her retirement after 40 years of service and leadership in Illinois public schools. “Dr. Tony Sanders is an extraordinary choice for State Superintendent of Education,” said Governor JB Pritzker. “Dr. Sanders’ breadth of experience as superintendent of School District U-46 and his entire background have prepared him to take on this role. His focus on innovation, social emotional development, and academic excellence make him an extraordinary pick. I can think of no better person to lead the Illinois State Board of Education as we continue to invest in, support, and elevate our students and educators.” “Dr. Tony Sanders has distinguished himself as a visionary leader and passionate advocate for students and educators,” said ISBE Board Chair Dr. Steven Isoye. “As the superintendent of one of Illinois’ largest school districts, he intimately understands the strengths, the policy history, and the challenges of our public schools. At U-46, he has championed equity, expanded opportunities for students, and brought innovative new programs to the district. The Board of Education KrishMohipWillServe AsInterimSuperintendent ofEducation Submitted by the Illinois State Board of Education

looks forward to his leadership; we are confident he will build on our record-high graduation rates and college and career readiness to continue leading Illinois’ schools in a positive direction. Dr. Sanders expanded the district’s offerings during his tenure in U-46, which is headquartered in Elgin and is the second-largest school district in Illinois. He added full-day kindergarten for all students and implemented a developmentally appropriate play-based instructional program. Dr. Sanders grew the district’s dual language program and created a new alternative high school, the DREAM Academy, to reduce expulsions and better serve students in need of trauma-informed care. He also invested in a grow-your-own educator initiative to provide educational support professionals the ability to return to school to earn their teaching credentials. The initiative has supported more than 60 U-46 employees in receiving full tuition reimbursement as they work toward their teacher licensure. Dr. Sanders improved the district’s financial standing, while overseeing a $660 million operating budget. Krish Mohip has served as ISBE’s deputy education officer for operational education since 2019. Prior to joining ISBE, Mohip served as the chief executive officer of Youngstown City Schools in Youngstown, Ohio.

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59TH ANNUAL CONFERENCE

September 27–29, 2023 BOS Center and the President Abraham Lincoln Springfield—A DoubleTree by Hilton Hotel

CALL FOR PRESENTATIONS Share Best Practices with your colleages from across the state! Click here to submit a proposal to present a Breakout Session. Deadline to submit is June 2, 2023. Presenters will be notified June or July 2023. Questions? Contact Dr. Courtney Orzel at corzel@iasaedu.org.

EXCELLENT MARKETING OPPORTUNITIES! School ServiceMembers— Don’t miss these opportunities! • Reserve a Booth • Sopnsor an Event, Meal or Speaker for

Click here to learn more.

Tips For DealingWith FrozenWater Pipes In School Buildings

By Ralph Grimm IASA Field Services Director

to be made. Updates can be shared via school messenger and Facebook. Some districts have event shared “insurance videos” with the public so people can visualize the extent of the damage. • If the forecast is for severe low wind chills, I suggest that you do not set your building thermostats down. I know many want to do that during break to save on energy costs, but you could end up paying a lot more with clean up and repair costs. • If you have a pipe break and incur water damage, I suggest you take a video and pictures of the damaged area. This will be helpful as you deal with the insurance company. • In some cases of water damage, you may need to consult your Asbestos Management Plan to see what must be done to take care of the damage properly. This is particularly true in an old building where floor tile may have come loose. Again, better to be safe than incur a problem later. • If a company is brought in (think ServPro), be sure that you have an agreement on the scope of the work to be done, and how much the insurance company is going to cover. Don’t be in such a hurry to get things cleaned up that you agree to anything and have a problem with the bill later. • Be sure to take care of your custodial/maintenance crew if they have to do extra work because of a pipe break. Thank them for their work. Buy them lunch on the days they work. They will appreciate it.

Over winter break, a number of school districts experienced problems with frozen water pipes in school buildings. To help superintendents navigate this issue, I compiled a list (not exhaustive) of things to remember to do. If you have additional questions, feel free to reach out to me, or any of the IASA Field Services Directors, for support. We are here to assist you. • A custodian or your head of maintenance should be tasked with walking your buildings every day during break whenever the temperature is scheduled to be below freezing. This might be overkill, but it could save you quite a bit of money and extra work in the long run. • If you have an issue with frozen pipes, it is most likely because a pipe has burst or you have other damage caused by severe cold. Do not forget to call your insurance agent as soon as you discover the problem. Also, let your Board know of the issue. • I suggest you let the teachers in the affected classrooms know if there has been water released into their classrooms. They may wish to (or need) to come in and do some clean up. Some teachers prefer doing that themselves rather than the custodians. • Let your staff, parents, students and community know of the problem and what the expectation is for being able to start back to school on time after the winter break. Will the facility be ready on the first day back? Give regular updates as daycare arrangements may need

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Education Elevat g We continue our series highlighting tremendous educators across Illinois who have given their time and energy to ele vating the superintendency and public education as a whole. Each month, we will feature two educators who are going the extra mile and truly making a difference beyond their school districts and local communities. While we are aware of many of the contributions administrators are making, we are open to any suggestions for someone to feature next month. To make a recommendation, contact Jason Nevel, IASA Director of Social Media and Publications, at jnevel@iasaedu.org or by calling 217–753–2213. Dr. Cystal Johnson-Maden Rossville-Alvin CUSD#7 Dr. Jeff Craig AuroraWest USD#129

Who: Dr. Jeff Craig, superintendent What: Advocate for Evidence-Based Funding and early childhood funding; Chairman of the Aurora Educational Commission; Championed a $84.2 million referendum that funded school building projects and transformed learning opportunities for students; Expanded career and technical education; Strong advocate for public education.

Who: Dr. Cystal Johnson-Maden, superintendent What: Elevate IASA SuperWomen cohort; IASA Women in Leadership; Transformational Leadership Academy coach; Adjunct Professor of Special Education at Eastern Illinois University; Facilitated a turnaround in Rossville Alvin CUSD #7

Where: Rossville-Alvin CUSD #7, Illini When: Superintendent of Rossville-Alvin CUSD #7 since 2011 Why: When Dr. Crystal Johnson-Maden asked her vocational teacher in high school about where she could get a job, she wasn’t searching for a career. “I wanted to go to college, but I didn’t know how or what I was going to do,” Dr. Johnson-Maden remembers. “I told him I wanted to work somewhere I could make a difference. He pointed me to this facility in town for people with severe disabilities. That’s where I discovered the impact I could have on others and decided I wanted to teach special education.” Dr. Johnson-Maden got her start as a special education teacher, but later transitioned into the superintendency in 2011 at Rossville-Alvin CUSD #7. However, she never lost

Where: Aurora West USD #129, Kishwaukee When: Superintendent of Aurora West USD #129 since 2014 Why: In 2019, Aurora West USD #129 opened a new $3.9 million technical manufacturing educational facility on the district’s 15-acre campus. The facility focuses on career development in the area of advanced manufacturing, including welding, mechatronics and precision machining. For Dr. Craig, superintendent of Aurora West USD #129 since 2014, the facility represented an opportunity to correct a mistake that educators made far too long. “We did a great disservice to our kids when we had this mindset of college or bust,” Dr. Craig said. “I point the finger back at myself for this. There needed to be more opportunities for students to demonstrate knowledge and passion in other means than traditional academic rigor. The world has been depleted in skilled trades because public education did not do

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Education Elevat g

Johnson-Maden ... cont’d. her passion for helping people with special needs. She currently teaches special education as an adjunct professor at Eastern Illinois University. “That work is incredibly meaningful and important to me,” Dr. Johnson-Maden said. “It keeps me connected to my passion and gives me the opportunity to share best practices with future special education teachers.” Dr. Johnson-Maden has been a strong supporter of IASA’s Women in Leadership initiative. The effort has connected her with peers and provided a platform to share her story and lessons learned with younger female superintendents. Beginning in February, she will be a facilitator for IASA’s new Elevate IASA SuperWomen cohort. The first of its kind professional development opportunity brings together female superintendents from across the state for engaging and thought-provoking sessions designed to boost confidence and strengthen leadership skills. “Both of my children were born while I was a superintendent, and I understand the challenges of school leadership and the difficulties women face finding that work-life balance,” Dr. Johnson-Maden said. “I am grateful and passionate about this opportunity to support other female leaders and elevate the profession.” For the past few years, Dr. Johnson-Maden has also been a coach in IASA’s Transformational Leadership Academy. The coaches act as trusted mentors and help superintendents navigate rocky waters. Meanwhile, at Rossville-Alvin CUSD #7, Dr. Johnson-Maden has overseen a significant turnaround. The district has placed an emphasis on social-emotional learning, provided additional supports for low-income students and removed financial barriers, including waiving lunch fees and purchasing school supplies. “I am a huge believer in the hierarchy of needs and that schools need to do everything they possibly can to support families,” Dr. Johnson-Maden said. “Once a student’s basic needs are met, the real teaching comes in.” Also at Rossville-Alvin CUSD #7, Dr. Johnson-Maden is proud of improving school board relations and building a positive environment for staff. The district regularly engages in team building activities, even hosting a dueling pianos competition. “My belief is if I do everything I can to support my staff, they will do the same for our students,” she said.

Craig ... cont’d.

a good enough job of generating passion, excitement and opportunities for exploration.” Aurora West USD #129 was able to finance the new facility thanks to the passage of $84.2 million in bonds approved by voters in a 2015 referendum. Dr. Craig championed the referendum, which he said changed the trajectory of the entire district. “When I first started in 2014, we shut the district down for four days due to excessive heat because eight of our buildings didn’t have air conditioning. At that time, we only had 23 days of fund balance. The referendum was a game changer for us. It allowed us to complete numerous capital projects, become more efficient and start being proactive about our building needs.” Dr. Craig has also been a strong advocate for Evidence Based Funding. In 2015 and 2016, he was part of a group of superintendents who traveled to Springfield numerous times to advocate for the passage of the Evidence-Based Funding model. The group also helped build a coalition of support among superintendents across Illinois. In addition, Dr. Craig has been vocal about the state’s need to increase funding for early childhood education. “Even when I was a high school principal, I could see the importance of early childhood funding. It’s better to be proactive than reactive. We set our kids up better for success when we make that investment on the front end.” As superintendent, Dr, Craig said he is also proud of his efforts to demystify the district office. He emphasizes to his leadership team it’s important for administrators to be visible in school buildings. He has also used his platform as superintendent to be a strong advocate for public education and promote the vital role educators play in society. A recent example is a video the district published titled “Reinvigorate, Celebrate, and Elevate Public Education.” “Our public schools educate approximately 90% of our nation’s children. Second only to parenting, the quality of our public schools will have the greatest influence on our future,” Dr. Craig said. Lastly, Dr. Craig was tapped in 2018 to chair the Aurora Education Commission, an effort by Mayor Richard Irvin to break down the silos between preK–12 public schools, parochial schools and higher education institutions.

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Looking for the Perfect Candidate? IASA’s Illinois Education Job Bank SM can help you. Every day, thousands of job seekers visit the IASA Illinois Education Job Bank looking for openings at school districts across Illinois. Avoid national sites that cost more and are not tailored to Illinois educators. The IASA Illinois Education Job Bank SM is trusted by superintendents across the state and makes finding qualified applicants to fill permanent, interim, part or full-time vacancies easy. • Set up the RSS feed option to automatically post your district’s vacancy to your district website • The Job Bank SM is set up to automatically send an email notice to your ROE when a position is posted • Easily flag your favorite applicants • Create job posting templates to save you time in the future

SEARCH | FILTER | POST | SEEALERTS | MANAGEYOURPROFILEANDDOCUMENTS | VIEWHISTORY

If you have any questions about the IASA Job Bank SM or new feature criteria, contact Ashleigh Knudson at 217–753–2213.

illinoiseducationjobbank.org

LegalCorner

Chad Watkins IASA Associate Director/General Counsel

To help school leaders navigate uncertain times, IASA has partnered with leading law firms throughout Illinois to provide districts with critical guidance during the 2022–23 school year. In every issue of Leadership Matters, the IASA Legal Corner will showcase an article written by attorneys who specialize in legal matters related to education. It is our hope you find the content insightful, timely and helpful in addressing the critical matters you face.

This month, Hodges Loizzi Eisenhammer Rodick & Kohn writes about a recent Appellate Court ruling that upholds Florida school’s policy on bathroom access based on biological sex. As a reminder, the articles are provided for informational purposes only, and you are advised to contact your district counsel for legal advice. Click on the link below to access the article.

Appellate Court Upholds Florida School’s Policy on BathroomAccess Based on Biological Sex

In Adams v. School Board of St. Johns County, Florida, et al. , the Eleventh Circuit Court of Appeals (which has jurisdiction over Alabama, Florida, and Georgia) held that a Florida high school district’s policy requiring students to use bathrooms corresponding with their biological sex is constitutional and does not violate the Equal Protection Clause or Title IX. A transgender male student was allowed to use the restroom aligned with his gender identity for the first nine weeks of high school. After receiving a complaint, the school reversed its policy and required the student to use female facilities or a gender-neutral, single-stall facility in the school office. The student and his mother

sued the school district, arguing that the bathroom policy violates both the Equal Protection Clause and Title IX by discriminating between males and females. Specifically, the student, who identifies as a male, argues that the policy violates his rights because, as a transgender student, he cannot use the bathroom that corresponds to the sex with which he identifies. A Florida federal district court ruled in his favor. The school district appealed.... (continue reading)...

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NewsInBrief

WELL Summit March9–10 inBloomington

AASAUnveilsNewWebsite ISBE Searching for Sponsors andSites for Summer Food ServiceProgram ISBE is launching the search for new Summer Food Service Program (SFSP) sponsors and sites to help bring free nutritious meals to children across the state. School districts, community organizations, churches, camps, park districts, and others helped serve more than 3.1 million meals last summer through SFSP, which is funded by the U.S. Department of Agriculture and administered by ISBE. There were 133 SFSP sponsors and 1,560 meal sites in 53 of the 102 counties in Illinois. Organizations interested in participating in ISBE’s Summer Food Service Program in 2023 can obtain more information by calling ISBE’s Nutrition Department at 800-545-7892, emailing cnp@isbe.net, or visiting the ISBE SFSP webpage. School Food Authorities can also participate in the similar Seamless Summer Option (SSO) program to provide meals during the summer. SSO is an option for districts already operating the National School Lunch Program. AASA, The School Superintendents Association, launched the all new AASA.org website. The new AASA.org provides an easy-to-navigate, user-friendly experience where educational leaders and advocates of public education can quickly find the information and resources they seek, so they can get back to what they do best – work to create bold and innovative learning environments on behalf of their school communities. One of the new key features on the website is an extensive library of resources, all in one centralized location, filterable and searchable by topic and resource type. Click here to learn more.

The WELL Summit empowers, connects, inspires, supports, celebrates and develops women in educational leadership. The event, organized by the Illinois Principals Association, is designed for women at all points of their educational career—from those leading or learning in college and university preparation programs to school staff and faculty, assistant principals, principals, deans, special education supervisors, directors, assistant superintendents, school business officials, superintendents to board members, state board staff as well as professionals who support women in leadership. Registration is limited to 400 participants. Recipients will each receive the annual 4” GEM paperweight keepsake recognizing our 5th year! Click here to learn more and register.

ISDLAF+MonthlyUpdate Click here to view the most current ISDLAF+ rates, economic indicators and general economic news brief. To obtain additional information regarding this IASA sponsored service, contact Fenil J. Patel, Senior Vice President, Investment Services/ISDLAF+ at 630–657–6437, or email: fpatel@pmanetwork.com. Website: www.pmanetwork.com.

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