LM Nov-Dec_2023

Nov./Dec. 2023 Leadership Matters

Dr. Genevra Walters

IASA’s 2024 Illinois Superintendent Of The Year

Property Tax Relief Grant Benefits Conference Showcase Teacher Shortage: Strategies for Retention and Recruitment

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Dr. Genevra Walters, superintendent of Kankakee SD #111, was named Illinois Superintendent of the Year. Learn how Dr. Walters is elevating student success in her district. IASA 2024 ILLINOIS SUPERINTENDENT OF THE YEAR

Conference Showcase— Tips from JAC In Case You Missed It

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Elevating Education

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IASA’s Aspiring Superintendent Academy

$

Property Tax Relief Grant Benefits & Recommendations

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PD Opportunities

IASA News in Brief

Teacher Shortage— Low-Cost Strategies for Retention, Attrition & Recruitment; Part I

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IASA Calendar of Events

Volume 11, Issue 10 Nov.-Dec. 2023 Leadership Matters 23270

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

Jason Nevel Director of Communications jnevel@iasaedu.org

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 Taking a Closer Look at Vision 2030, Bus2Grid and IASA Spotlights Series

Dr. Brent Clark

Please email Bus2Grid@future-green.org or call 815-200 8721 as soon as possible so we can start preparing your application. They’re happy to help with any questions. IASA Spotlights School Safety On Dec. 12, IASA is once again turning the spotlight on school safety with another free webinar for IASA members. Dr. Roger Alvey, superintendent of Illini Bluffs CUSD #327, and Dr. Steve Webb, superintendent of Goreville CUSD #1, recently toured Marjory Stoneman Douglas High School in Parkland, Florida as part of their service on the Illinois Homeland Security Advisory Council. Dr. Alvey and Dr. Webb will discuss key takeaways from the tour, including missed red flags, a failed response from law enforcement, the importance of threat assessments and other school safety tips. The webinar is scheduled for 2 p.m. Click here to register. Happy Holidays To close, I want to express my appreciation for your efforts in making this academic year fulfilling and influential for students throughout our state. Recognizing the crucial need for districts to offer additional support, educators have admirably responded, aiding students in finding their way back on track. Continue the excellent work, and take some well- deserved time off with your families and loved ones during the Winter Break. Happy holidays from your IASA team.

Educators and school board members across our state have the opportunity to shape the Vision 2030 platform by completing the Illinois Vision 2030 survey, emailed to IASA Active Members and partnering organizations last week. The data collected from the survey will be shared with the Vision 2030 Workgroup and integrated into the development of a new advocacy framework for public education in Illinois. If you haven’t already, I encourage you to complete the survey and share your feedback on the strengths and weaknesses of Illinois’ public education system. It’s important we gather feedback from a wide and diverse pool of educators. The survey is being administered by our project design partner, and the results will be broken down regionally to paint a better picture locally of what educators in your area value and want to see improved in public policy. The Vision 2030 timeline moves fast, with the next Workgroup meeting set for January 24. The goal is to approve a final policy document in July 2024. Thank you to everyone who has lended their voice to this monumental effort. IEC Bus to Grid Program Also last week, IASA members received an email from me encouraging districts to take advantage of a federal grant program to help districts electrify school buses, install emergency energy storage backup and add solar energy production. IEC Powered by Future Green’s Bus2Grid program can help you handle the heavy lifting of your application. Last year, we won over $15 million from the U.S. Department of Energy’s Renew America’s Schools Grant for Illinois school districts, and I’d like every eligible school district to participate in this grant opportunity.

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Dr. Genevra Walters 2024 IASA’s Illinois Superintendent

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Congratulations! of Kankakee SD #111, Three Rivers Region of theYear

By Jason Nevel, IASA Director of Communications

Dr. Genevra Walters, superintendent of Kankakee SD #111, was named the 2024 Illinois Superintendent of the Year by the Illinois Association of School Administrators. An independent panel selected Dr. Walters for Illinois Superintendent of the Year based on innovative approaches the district has taken to best serve a diverse student population. IASA spoke with Dr. Walters about how she reimagined what public education looks like in Kankakee SD #111. Tell us about your school district. Kankakee is located about an hour south of Chicago. We are considered a high minority, high poverty district. About 48 percent of our students are African-American, 30 percent are Hispanic, and about 16 percent are white. Why was it important for you to rethink public education when you were hired as superintendent nine years ago? I knew we needed to reframe or rethink what public education looked like in Kankakee because students are not learning the way I learned 40 years ago. I felt like to truly support all of our students—regardless of their abilities, disabilities or their background—we needed to create a system that was more flexible and took into consideration the needs of all students. One of the ways your district reimagined public education was through Competency Based Education. I came in thinking our big “hedgehog” concept would be student engagement, and then I was introduced to the opportunity to apply for the Competency-Based Education pilot in 2017. I decided it fit into student engagement because it focuses on students taking ownership of their learning.

Competency-Based Education is about creating an environment or opportunities for students to show their competency in a particular skill or a subject matter. The best example that I can give is: I can read a map, and I can take a test on the map, but can I use the map to get to Detroit? Students have multiple ways of showing their competency other than paper, pencil, and taking tests. The other thing about competency-based education is it takes away the location and takes away the seat time. Learning can genuinely happen anywhere, anytime. What is the Youth Empowerment Program and what impact has it had on your district and community? The Youth Empowerment Program is a partnership with several organizations in our community, including the State’s Attorney’s Office, the city of Kankakee, and the Regional Office of Education. The goal of Youth Empowerment is to solve problems in our community that are specifically related to our youth.

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2024 IASA Superint

Dr. Genevra Walters

Walters ... cont’d.

studies, English and math all encompassed in a career opportunity. For example, in kindergarten, the focus is on the human services field. In first grade, they’re studying the agricultural field. Students get to see how math, science and all the core academics apply to the job that they may get when they get older. This process of implementing Defined Learning, or project-based learning, goes from kindergarten through 12th grade. The goal is that by the time students get to their junior or senior year, they are going to have a good idea of what their interests are and what field they want to go into. Why did your district invest in hiring Social Emotional Learning coaches? What is really nice about SEL coaches is the idea came from a partnership with the teacher’s union. During our negotiations, we use interest-bargaining. We often talk about things that will not be contractual, so the discussion occurred around, coming out of COVID, that both our students and adults are having mental health issues and dealing with trauma. We also recognized there’s a shortage in school social workers. From that, we came up with the idea to have SEL coaches. Each coach has to have a bachelor’s degree in the social services field

We have a Teen Court to keep students from entering the Juvenile Justice System. We have a Mini Bike Program because there was an issue in our community where youth were riding bikes inappropriately in the community. The Mini Bike Program is a way to do that in a more productive way. We have mentoring, an African-American Male Initiative, and a Hispanic initiative. We also have a girl’s group because some of our girls were involved in a lot of conflicts beginning as early as third grade and through the beginning of high school. Anywhere we feel there is a community-wide problem among our youth, we try to find a solution along with resources and put it under the umbrella of Youth Empowerment. What is the Defined Learning Project and why has it been important to your school district? We partnered with Defined Learning during my first year as a superintendent. The goal is to infuse academics with career exploration so that starting as early as kindergarten, students are doing projects that support science, social

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tendent of theYear

Kankakee SD #111

or experience working with either adults or students. The SEL coaches provide extra support to most of our students, but they can even provide support to our adults. Can you share how The New Teacher Project has helped Kankakee SD #111? We partnered with the New Teacher Project to look at the percentage of grade level instruction and grade level assignments that we were providing across the district. At that time, we found out that 30 percent of the instructional time was actually at grade level. We put in a system of support and accountability to increase grade level assignments and instruction. So last year, in 2022, The New Teacher Project did another assessment, and we were at 80 percent grade level instruction. Why is that important? The students can’t pass the test if they’re not exposed to grade level materials. It’s clear forming partnerships has been central to your leadership philosophy. You can’t isolate what happens in the family and the community with what happens in the school. I came with the understanding from being a social worker that I needed to work on every part that touches the student in order for the student to be successful. Therefore, I knew that I needed to strengthen existing partnerships and

form new ones with private and public entities in order to help all of our students reach their potential. What renovations to facilities have happened during your tenure? The two that I’m the most excited and proud of are the renovations at the high school and the development of a new Community Center. Ninety percent of the high school has been renovated based on the four design principles: community, history, hope and wonder. At the high school, you’ll see a lot of external doors so that we can section off parts of the building. For example, we have a clinic where outside visitors can come into the clinic without getting into the rest of the building. Secondly, we are currently in the process of building a Community Center that will include learning spaces and offices for JROTC, childcare and the Youth Empowerment program. In addition, the space will feature four basketball courts and a 200-meter track. I’m extremely proud of what we have been able to accomplish and excited for the future.

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conference showcase

Just

Tips You

Lessons Learned from the Joint Annual Conference

Can Use

Education conferences are a tremendous opportunity to learn about innovative strategies and best practices in schools. However, it’s not always possible to attend every session you want. In this new feature in Leadership Matters, IASA highlights breakout sessions you may have missed. The article is not intended to offer a comprehensive review of each presentation, but rather provide you with 3–5 tangible tips from the presentation that you can use in your district.

This session provided helpful tips and tricks for people wanting to boost their Google Docs, Slides, Gmail and Sheets skills. Panelists : Clare Bourne, Executive Administrative Assistant to the Superintendent; Tommy Chanthasene, Director of Technology; Dave Jenkins, Assistant Superintendent of Technology Services—Crystal Lake CCSD #47. 1 In Google Docs, you can easily restore to the previous version by clicking the clock icon in top right of the page. The prior versions can also be named to make them easier to find and can be copied so you can keep the original intact. 3 Coming out of the pandemic, teachers leading class rooms with newcomer ESL students need professional development on best practices. The shift to remote learning and disruption in learning hampered teacher’s growth in connecting with ESL students. 4 Consider developing an academic assessment in the home language for students entering as newcomers after second grade. The assessment should include mathematics, oral retellings and gathering of writing samples. Use the results of the assessment to form a six-month plan to accelerate learning where needed. Google Productivity Tools for Everyone

What Leaders Should Know About Newcomer Students

This interactive panel featured newcomer educators and advocates serving students in grades preK–12. The panelists discussed exemplars for addressing unique learning needs of newcomers, considerations for staffing and indicators for program success. Panelists : Dr. Rebecca Vonderlack-Navarro, Director of Education Policy and Research for the Latino Policy Forum; Bridget Peach, Executive Director of ED RED; Leslie Perkins, Coordinator of English Learners at Moline-Coal Valley SD #40; Dr. Barbara Marler, Director of EL Services at Skokie SD #68. 1 Creating shared experiences with other students can help newcomer students build relationships with their peers. Schools should consider organiz ing field trips or planning activities such as pumpkin carving or arts and crafts. Those experiences create an inlet to teach English and literacy. 2 School districts should explore whether the student qualifies as homeless and can receive resourc es under the federal McKinney-Vento Homeless Assistance Act. Other funding revenues are Title I, Title II and Title III. Donations can also supplement support for newcomer students.

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in case you missed it... 2 Smart Chips are interactive elements in Google Docs and Spreadsheets that are highlighted portions of text

This session discussed pitfalls to avoid as well as helpful tips, big and small, that will set your new district leader up for success. Panelist : Dr. Vic Zimmerman, IASA Field Services Director. 1 To boost attendance, schedule a Meet and Greet event with the new superintendent in conjunction with another school activity, like a spring choir. 2 The Board President needs to discuss the process for how the district conducts school board meetings with the incoming superintendent. Topics to cover include what time to review the agenda, do board members want an electronic or paper copy, how do meetings typically unfold, is there dissension on the board and who is responsible for calling special meetings. 3 The outgoing superintendent needs to be proactive in sharing wisdom with the incoming superintendent about any community, union and board issues. Shar ing this information will help the incoming superinten dent avoid pitfalls and navigate complex situations. 4 Boards of Education should encourage the superin tendent to seek professional development. To help them improve their leadership skills, new superinten dents need to connect with their peers and develop relationships. Education conferences, IASA Region meetings and Regional Office of Education meetings are among the events superintendents should be encouraged to attend. 5 The outgoing superintendent should leave the incoming leader some easy wins. For example, let the incoming superintendent be the one to purchase the new appliance in the teacher’s workroom they have wanted for months but were told there isn’t money in the budget. continued...

that when you move the pointer over one of them, a small card that contains more information pops open. For example, a smart chip containing a co-worker’s name opens a card with their contact info, or a smart chip with the name of a business opens a card show ing its map location. Smart Chips can be found on the Insert tab. 3 You can have your school technology department en able Confidential Email Send. This feature can be used to share passwords or other sensitive information. A Confidential Email will automatically be deleted, cannot be forwarded and the text cannot be copied. 4 Google Slides can be used to make posters and flyers. Go to “File: Page Setup: Custom” and input the size of 8.5 x 11 inches to match the size of a sheet of printing paper. Click “Background” in the toolbar and then “Choose Image.” Search Google images for background using terms like “abstract” or the color of background you want. Proceed with creating the flyer by adding shapes and text. By utilizing “Format Options,” you can add a drop shadow and increase or decrease transparency of shapes and text. 5 In Google Sheets, it’s easy to split a column with first name/last name into two columns. Select the full names and go to “Data: Split Text to Columns.” Select “Space” as the delimiter.

Setting Up Your Next Superintendent for Success

Now that you have selected your next superintendent, it is vital the Board of Education assists in the transition.

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conference showcase ...continued

When the Smoke Clears, Is Your District Prepared?

Following two years of planning and the passing of a sales tax referendum, District 186 began implementation of its 34-building multi-phase plan. Learn how the team coordinated multiple partners to ensure smooth, equitable delivery of the district’s facility improvements. Panelists : Todd Cyrulik, BLDD Architects; Jennifer Gill, Superintendent of Springfield SD #186. 1 When planning for a major building renovation, school districts should develop a theme and a web page that serves as a landing site for where people can go to learn about the project. Springfield SD #186 created a visioning statement and web page, “Our Schools Our Future.” 2 Organize community engagement sessions in the lead up to a referendum where you share the timeline and key dates for the project. At the engagement sessions, share how much it will cost to simply main tain facilities over the next decade. 3 Utilize elastic planning with your architect that builds in contingencies and makes it easier to shift funds when projects are over or under budget. Springfield SD #186 utilized numerous transfer packages over the course of 34 building projects. 4 Once the referendum passes and bonds are sold, try to find some easy wins so your community can see early on the referendum is making a difference. Springfield SD #186 upgraded security cameras as one of its first actions. 5 Keep your community informed every step of the way. The superintendent should provide an update at every school board meeting on the project. The updates can generate positive news stories about your school district. Implementing Vision: How SD #186 Changed Multi-Phase Planning

This session detailed how Wood River-Hartford ESD #15 recovered from a fire, including navigating the first 24 hours, assembling the emergency team, identifying critical services, navigating insurance challenges and making critical communications. Panelists : Justin Wendling, Director of Business Development, Servpro Team Wolfe; Nathan Whitehead, Director of Commercial Loss, Servpro Team Wolfe; Dr. Patrick Anderson, Superintendent of Wood River Hartford ESD #15. 1 Even a small fire can cause significant damage throughout a school building. In 2022, a small basement fire on a Friday evening caused smoke damage to 90 percent of Lewis and Clark Elemen tary School. The damage caused the district to relocate more than 500 students for months. 2 Know your insurance coverage and be prepared to go out to bid if you feel the coverage is insufficient. The basement fire in Wood River-Hartford ESD #15 ended up being a $24 million insurance claim. The money was needed to replace technology and sup plies throughout the school as well as pay cleaners with Servpro. 3 Demand high expectations from your insurance provider. Make sure the person handling the claim understands that it’s critical for the school to reopen, which means paying cleaners overtime to finish the job. In addition, make sure they under stand that teachers are going to need new supplies and technology is damaged. 4 Establish a chain of command with vendors on who they will speak to for questions and inquiries. Having a point of contact will streamline processes and make it easier to know who to contact.

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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 | SEE ALERTS | MANAGE YOUR PROFILE AND DOCUMENTS | VIEW HISTORY

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

illinoiseducationjobbank.org

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. Dave Palzet Pleasantdale SD # 107 Jeremy Darnell Gibson City-Melvin Sibley CUSD # 5

Who: Jeremy Darnell, superintendent What: Leader of district with Exemplary and Commendable schools; Reduced tax rate while making investments in facilities and human resources; Cultivated a positive work culture and strong relationship with unions; Expanded maternity leave for staff; Chairman of the Illinois Educators Risk Management Program; Member

Who: Dr. Dave Palzet, superintendent What: President of Suburban Superintendent Association; President of West Suburban Consortium for Academic Excellence; Leader of district with National Blue Ribbon School; Elevated student voice throughout the district; Improved academic outcomes throughout the district. ISAL Fellow; IASA Region President

Where: Pleasantdale SD #107, Cook West Region When: Ninth year as superintendent of Pleasantdale SD #107 Why: Dr. Dave Palzet has always felt the title of “curator” could be added to his job description. “I always believed part of my role as superintendent is to curate learning experiences for kids, curate extra curricular opportunities, curate fulfilling experiences for our board members and curate a positive work environment for our staff,” Dr. Palzet said. “Along the way, I’m always looking for ways to improve those experiences.” During his tenure as superintendent, Dr. Palzet has overseen a district that has experienced academic growth. Pleasantdale Elementary School was recognized as a National Blue Ribbon School in 2023. Nationwide, only 313 public schools received the nation’s highest honor for academic performance.

of ISAL VII cohort; Former Region President Where: Gibson City-Melvin Sibley CUSD #5, Corn Belt Region When: Eighth year as superintendent of Gibson City Melvin Sibley CUSD #5 Why: A belief that the most valuable resource are human resources has been a guiding principle for Gibson City Melvin Sibley CUSD #5. “Anything we can do to inject value and appreciation to our staff is a common theme here,” said Jeremy Darnell, the district’s superintendent. “We try to cultivate that whenever we can and let people know they’re valued. I think that contributes to why our academic performance is high and our culture is positive for students.” Gibson City-Melvin Sibley CUSD #5 received high marks on the 2023 Illinois Report Card. The middle school was

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Education Elevat g

Palzet ... cont’d. Dr. Palzet said the district has focused on a combination of factors to improve student outcomes, including adopting a new curriculum, applying targeted interventions, family outreach and improving climate and culture. “We’re proud of what we have accomplished because of how hard everyone has worked to implement programs and interventions that lead to high level student outcomes,” Dr. Palzet said. “We focus on how we can incrementally get one step closer every day to reaching our goals.” A unique trait of Pleasantdale SD #107 is its emphasis on student voice. The elementary district in Burr Ridge involves students in strategic planning conversations and even has a student on the interview committee for administrative positions. “We try to implement student voice in everything that we do,” Dr. Palzet said. Dr. Palzet is also active outside his school district. He serves as President of the Suburban Superintendent Association and West Suburban Consortium for Academic Excellence. Leaders in the consortium of 14 school districts come together to celebrate student successes and provide different opportunities such as civic action opportunities, leadership conferences and an art expo. “We recognized that our individual districts could not provide these enrichment opportunities on our own, but we could expand opportunities for students if we came together and pooled resources,” Dr. Palzet said. In addition, he serves as Region President for the IASA Cook West Region and is an ISAL Fellow.

Darnell ... cont’d.

rated Exemplary and the other two buildings Commendable. Students scored among the highest regionally on the state’s Science Assessment. The reason for the success comes back to dedicated, passionate and knowledgeable teachers, Darnell said. That’s why the district has continuously made strides to cultivate a positive work culture. For example, as part of its last labor agreement, Gibson City Melvin Sibley CUSD #5 added six weeks of paid maternity leave (12 total) to the birthing parent and two additional weeks of paid maternity leave to the non-birthing parent. “We value making our community a place where you can work and grow your family,” Darnell said. “We think you should be able to do that without sacrificing compensation.” Furthermore, Gibson City-Melvin Sibley CUSD #5 made the decision to provide all staff with a $1,000 cost of living bonus in November. Additional positions have also been added in recent years. The district has added two social workers, bringing the total to four, and a Director of Instructional Technology. Investments in the staff and improvements to the district have come with the taxpayer in mind. For the past seven years, Gibson City-Melvin Sibley CUSD #5 has reduced its tax rate, despite also completing $14 million in facility improvements. “We’ve made a concerted effort to spend money wisely by doing the most we can with the resources we have,” Darnell said. Darnell also serves as Chairman of the Illinois Educators Risk Management Program, a 34-district insurance cooperative, and is a former Region President for the Corn Belt Region. He currently is in the ISAL VII cohort.

ISDLAF+ Monthly Update 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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Aspiring Superintendent Academy

An Immersive Learning Experience To Prepare You For The Superintendency

What Is The IASA Aspiring Superintendent Academy And Who Should Participate? Sunday, June 23–Thursday, June 27, 2024

They prepare you for the unexpected and de- mystify the superintendency. I came in with imposter syndrome and a little intimidated, but this program made me realize I could do it. The person I came in as is different from the person that is leaving. —Matt Condon, superintendent, Morton Grove SD #70 “ ” VALUE?

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! Scholarship opportunities are available. Target Audience: Central office staff, directors, principals, assistant principal and deans.

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

More than 80 past participants have been hired as superintendents

$1,950 per participant (program costs, resource materials, meals and lodging) COST?

See what past participants say about their experience: VIDEO!

Presented by:

Complete application on IASA website. DEADLINE: Friday, March 19, 2024 Questions? Contact Kristy Ponsler, Illinois Association of School Administrators: 217–753–2213 or kponsler@iasaedu.org

Michael Lubelfeld, Ed.D. superintendent at North Shore School District #112

Nick Polyak, Ed.D. superintendent

Courtney Orzel, Ed.D. IASA Associate Director of Professional Development

at Leyden CHSD #212

A Special Thank You To Our Sponsors And Partners: • DYOPATH • HLERK • HUMANeX Ventures • IASB • ISBE • Legat Architects • Lifetouch • Stifel • TCG Advisors

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IASA’s Senate Bill 7 Performance Rankings Tool improves efficiency in your district by generating reports needed to comply with Senate Bill 7 and other related laws, freeing you up to focus your time and energy more on supporting your students and staff. The program provides districts a method of managing district positions aligned to local qualifications, teacher’s credentials and performance ratings. It’s proven, affordable and used by districts across the state. Senate Bill 7 Compliance Made Easy 2023–2024 Software Now Available for Purchase

What’s new? The 2023–24 file has been enhanced in response to user ideas and is ready for you to purchase and download. Updates include: • Teacher race column added with teacher data and the Sequence of Honorable Dismissal. • Added columns for storing another cycle of evaluations. • Enhanced cues on Data Check Worksheet. • Data Transfer Support from previous files. • Updated SB 7 website with new Support Request form. • Password reset available.

Affordable The annual licensing fee is $300 for members and $600 for non-members. Find the access request form at: http://www.iasasurveys.org

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Please note that previous versions of the IASA Senate Bill 7 Performance Rankings File are no longer supported. Also, the service method for the 2023–2024 software will be via email only.

This software was originally reviewed by the Senate Bill 7 teams from the Illinois Federation of Teachers (IFT) and the Illinois Education Association (IEA). The 2023–2024 version of this software builds on the knowledge gained from hundreds of users.

Property Tax Relief Grant Benefits, Strategies, & Recommendations

Dr. Nate Schilling Superintendent, Lansing SD #158

History & Impact In fiscal year 2019, the Illinois State Board of Education (ISBE) started a new grant program designed to support public learning organizations with local property tax relief. Allocating approximately $50 million in the first year of implementation to 28 school districts from a total of 373 applicants, this has been a meaningful and impactful program in Lansing SD #158 (D158) that we have taken advantage of the past six years. With the Property Tax Relief Grant (PTRG) authorized again in fiscal year 2024 for a two-year cycle through 2025, our taxpayers stand to benefit from a grand total of $15.6 million abated back to the community over seven years! Inspection of local tax bills shows a nominal increase—for some residents, only $20 or less—from last year while maintaining a noticeable increase in revenues. The gold

bar in Figure 1 shows our estimated tax extension if D158 receives the PTRG again this year, which is just slightly more than fiscal year 2017. This, and the blue and green bars, are what local taxpayers are covering. However, PTRG monies from the state continue to significantly increase overall revenue streams (shown in purple) without placing this burden substantially on our community. This graph was created by Mark D. Crotty, Assistant Superintendent for Business & Operations, and presented to our Board of Education at their November 15, 2023 regular meeting during discussion of this year’s tax levy. D158 has been able to levy less some years due to the additional revenues provided by PTRG. Additionally, the fiscal year 2023 and 2024 cycles of the grant have been for two years each—resulting in overlap from the previous PTRG (shown in 2022 and 2023 in purple) and twice the state financial

Tax Extension Figure 1: D158 tax extension showing impact of PTRG on revenues compared to responsibility of local taxpayers.

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The grant also adds to a district’s minimum base Evidence-Based Funding (EBF) amount the following fiscal year—increasing your foundation for future state financial support.

support in those years. Inasmuch, the net impact on both our district revenues and community has been positive and shifted the overall financial burden more to the state. I would highly encourage ISBE to continue offering and expanding this program if possible. Process & Suggestions Eligibility for PTRG is based on a legal formula (105 ILCS 5/2-3.170) that determines the highest unit equivalent tax rate compared to all applicant school districts. Although the number of applicants has decreased since 2018—down to 130 in fiscal year 2023—the number of recipients has increased (32 last year). Inasmuch, I would encourage all superintendents to consider submitting their school districts for consideration. PTRG is a comparative process so, depending on who applies, any learning organization could become eligible. Local property tax relief, regardless of where you are in the state, is always a positive. The grant also adds to a district’s minimum base Evidence-Based Funding (EBF) amount the following fiscal year—increasing your foundation for future state financial support. Also keep in mind that some local tax revenue will be returned to your residents due to certificates of error, appeals and other special circumstances. D158’s levy adjustments are shown in green (Figure 1) and PTRG has helped offset these losses.

PTRG requires a recipient school district to abate a certain amount of local property tax revenue back to the community in exchange for state dollars. This amount is usually equivalent to or slightly higher than the grant. In D158, we abated $1,866,567 in fiscal year 2023 to receive a PTRG of $1,822,758. The process includes an application through ISBE’s electronic system IWAS, for which they calculate the recommended tax abatement amount for you; a resolution with your Board of Education; and filings with the County Clerk and ISBE. Over six years, we have increased D158’s revenues and EBF floor through PTRG while simultaneously putting over $15 million (if approved this year) back into the Lansing community. I would highly encourage my superintendent colleagues to look into this program if you haven’t already— especially with the most current two-grant cycles overlapping and doubling the relief to your taxpayers—as well as ISBE to continue offering this meaningful opportunity.

Got Great School Videos? Send your school videos with a short description to jnevel@iasaedu.org. We want to highlight what’s going on in your school districts on our magazine’s Videos from the Districts page.

Monthly e-magazine of Leadership Matters

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Professional Development

Dr. Courtney Orzel IASA Associate Director of Professional Development

Expand Leadership Skills; Increase Your Network

It’s never too early to think about participating in an IASA learning cohort to expand your leadership skills and build your network. The change in the calendar to 2024 marks a sort of halfway point for many IASA learning cohorts. We are currently offering the IASA School for Advanced Leadership, Level Up Leadership, Elevate and Reimagining Rural Leadership cohorts. Participants in the ISAL VII cohort will graduate in May 2024. The application period for ISAL VIII will open in the fall, with the first session being held in January 2025. ISAL VIII will be facilitated by Sandye Brown and Curt Nettles.

Some people have also asked me if IASA will hold a second cohort of Level Up Leadership for assistant superintendents and central office administrators. The answer is yes. We will share information about dates and registration once it is finalized. As always, feel free to contact me if you or someone in your district is interested in joining an IASA cohort or simply learning more about the opportunity. We are here to help. Happy holidays!

IASA Offering Initial and Retraining Academies for Principal and Teacher Evaluation, Student Growth Need Evaluator Credits?

If you or anyone in your district is in need of evaluator training to fulfill state requirements, IASA has you covered. Multiple sessions are being offered in FY 2024 beginning in July. All sessions will be held virtually. info•register

Investing in your team’s success and well-being is a game-changer for your organization’s growth. Register now for this IASA workshop based on the proven principles of Jon Gordon’s best-selling book, The Power of Positive Teams (POPT). Participants will learn proven strategies and practices to help build a stronger, more united, and connected team. Upcoming dates: Jan. 12 and March 8. info•register The Power of Positive Teams AA 3927 Leadership Strand

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The Power of Positive Leadership AA 3730 The research is clear. Being a positive leader is not just a nice way to lead. It’s the way to lead if you want to build a great culture, unite your organization in the face of adversity, develop a connected and committed team and achieve superior goals. This IASA workshop is designed to provide you with actionable strategies to create a culture of trust, empowering you to lead with authenticity and ignite a sense of purpose within your team. Upcoming dates: Feb. 2, April 4 and June 18. info•register Leadership Strand

Leadership Strand Why Your Why Matters AA 1445

IASA’s popular leadership academy strand focusing on your Why returns with three additional online sessions. Whether you’ve experienced a Why session before, or you’re taking Why Your Why Matters for the first time, register today and join your colleagues around the state to network, collaborate and

reflect on why being an educator is the most important profession on Earth! Upcoming dates: Jan. 10 and June 13.

info•register

This academy will guide Administrators and district personnel through a working session and in-depth overview of the topics and processes related to meeting School Code Compliance requirements through ISBE, ROEs, and ISCs. Upcoming dates: Jan. 11. info•register

Leadership Strand Leadership Requirements for Moving From Good to Great AA 481

Some schools and school districts are good; some are great. What is the difference and what does it take to move an institution from good to great? The focus of this course is on leadership and behavioral

characteristics that enable leaders to identify and accomplish their goals of moving from Good to Great. Upcoming dates: Jan. 11 and April 11.

info•register

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Whether its struggles to balance family responsibilities, higher expectations and scrutiny in the workplace or underrepresentation, female school leaders continue Leadership Strand Women in Leadership: Learning, Leading & Living AA 3665 Updated for FY24

to face unique challenges. This newly updated IASA academy is intended to help women leaders confront fears, boost confidence and forge a support network that will help you thrive in your leadership role. Even if you’ve taken this academy before, join us again for

new research on Women in the Workplace as well as other new resources, activities and connections for 2023–24. Up coming dates: Feb. 27 and June 17

info•register

Problem-Solving and Collective Bargaining Using an Interest-Based Approach This academy will provide Administrators, Board Members and Association (Union) Members with an in-depth overview of the concepts included in the Interest-Based Bargaining method that can be used as problem-solving techniques as well. Specifically, the course will provide participants information on the three main components of Interest-Based Bargaining: Training, “Communication Lab” and Bargaining. Upcoming dates: Feb. 8 and Feb. 27. info•register AA 3782

Professional Development

Health Life Safety Compliance An Administrator’s Guide to the Fundamentals AA #3700

Professional Development The purpose of this academy is to provide administrators and other school personnel with an in-depth look at, and discovery into, topics related to Health Life Safety and Compliance. Uniquely, the presenters provide both perspectives on the issue: Ralph Grimm presents the school superintendent’s

view, and Pat Durley, the regional superintendents. Upcoming dates: March 7 and May 30.

info•register

Leadership Strand Adaptive Leadership: Dealing With Change AA 1825

There are always new practices and strategies being discovered that will enable students to be more engaged and to learn better. However, teachers are not necessarily quick to change their practices. How do we, as administrators, challenge and encourage teachers to be open-minded to new practices and strategies for learning?

This IASA Academy led by Dr. Gary Zabilka will help leaders think more clearly and execute better in a shifting environment. Upcoming date: March 7.

info•register

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Safety Site Assessment Basic CPTED Principles AA #3858

SCHOOL OF PROFESSIONAL DEVELOPMENT

This academy focuses on how districts can take an annual standards-based approach to assessing the security of school buildings, grounds and policies. Crime Prevention Through Environmental Design (CPTED) provides the framework for conducting safety site assessments based on

industry standards. This academy is open to superintendents as well as building and central office administrators. Presented by Dr. Roger Alvey and Dr. George McKenna. Upcoming dates: April 8 info•register

THE UNFINISHED LEADER: A School Leadership Framework for Growth & Development School of Professional Development AA#3896 IASA Academy

There is no such thing as the BEST version of yourself, there is only the NEXT version of yourself. You have to be driven deeply by something, believe that you have a legacy to leave and admit you are unfinished. This IASA Academy led by Dr. Michael

Lubelfeld and Dr. Nick Polyak serves as a guidepost to help leaders understand that we are all works in progress. Upcoming dates: April 18. info•register

FREE MONTHLY WEBINAR SERIES FOR MEMBERS

School Safety

IASA is turning the spotlight on school safety in December with a special webinar dedicated to Lessons Learned from Parkland, Florida, the site of the mass shooting in 2018 at Marjory Stoneman Douglas High School. Register for this free webinar. Lessons Learned from Parkland

Dr. Roger Alvey, superintendent of Illini Bluffs CUSD #327, and Dr. Steve Webb, superintendent of Goreville CUSD #1, who serve on the Illinois Homeland Security Advisory Council, will discuss key takeaways from a recent tour of the Parkland, Florida high school, including missed red flags, a failed response from law enforcement, the importance of threat assessments and other school safety tips. Also stay tuned for the second half of this free webinar to hear a presentation from CrisisGo. Their team delivers technology that supports schools and districts’ efforts to prevent, prepare for, respond to and recover from critical situations.

Online

Dec. 12 at 2p.m.

info•register for Part 1

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Teacher Shortage Low-Cost Tips to Help with

Teacher Retention

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By Ralph Grimm, IASA Field Services Director and Dr. James Rosborg, Retired Illinois Superintendent and Director of the Master’s in Education Program at McKendree University

We will still focus on some major needs in this area but, with this said, it is now time to combine other areas such as attrition and retention to end the drastic shortage of teachers in the classroom. For example, Professor Richard Ingersoll from the University of Pennsylvania points out that 44 percent of teachers are now leaving the educational system within the first five years of employment. Even more upsetting is that 10 percent are leaving the education system in their first year of employment. (Teacher Retention: A Growing Problem, nsba. org 10/01/2019). Further data comes from American Uni versity which found that 90 percent of polled educators have concerns about burnout and 61 percent feel that there is a serious concern about the stress from the impact of COVID. (Teacher Retention: Preventing Teacher Turnover, American University, Washington, D.C., 10/13/2022). Bottom line—we must tackle the retention and attrition areas along with recruitment for long range solutions to this growing teacher shortage problem.

Over the past 10 years, our research has focused on the need to establish programs that encourage more individuals to get into teaching as a profession. Now we need to add to our focus how to keep teachers on the job and deal with the attrition of experienced and early career teachers. For example, have you ever been to a gathering of teachers and administrators? One of the first topics that comes up in discussion is usually, “How many years do you have to work before you can retire?” Currently, there are many good ideas and options floating around for how to aid teacher recruitment (getting candidates into education programs and into the classroom). This essay is not going to end this discussion but will add focus on keeping teachers in your district and providing an environ ment to keep experienced and early career teachers in the classroom.

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This story is Part One to a two-part series on the teacher shortage. In this article, the researchers examine low-cost strategies any superintendent can do to boost teacher retention. In Part 2 next month, the researchers will examine five major issues impact ing teacher recruitment.

44 percent of teachers are now leaving the educational

Retention We believe teacher retention is a missing piece in the Teacher Shortage discussion. We have strong feelings that administrators and Boards should be making greater efforts to retain the staff they have instead of letting them go or not paying attention to the little or no cost things they can do to en- courage individual teachers to stay in their district. We think administrators can, and should, impact teacher retention. For

During the Interview Process 1. We must sell the district to the candidate. We must create an atmosphere where the candidate wants to come to our district. Talk about the District’s strengths and challenges. Talk about the com munity or communities that make up the school district. 2. Make the candidate feel welcome in the interview and help them understand the district’s interview process.

system within the first five years of employment. — Professor Richard Ingersoll, University of Pennsylvania

each impact point, there are multiple things that administra tors and Boards can and should be doing to affect teacher (and administrator) retention. This starts from the beginning of the hiring process. The number one aspect that must take place in the school and district environment is the administrators and Board must support teachers in the classroom. Administrators and Boards of Education cannot back down to parents and the

3. Make sure the candidate has all their questions answered before, during and after the interview. This should include an explanation of the district’s salary and benefits, so the candidate does not have to ask these questions. 4. Make the interview simple to get through. This should in clude pre-interview communication explaining the interview process, the specific details of the interview (time, place, specific directions on how to get to the interview, etc.), what

happens after the interview, when the hiring decision will be made and how the employment of the candidate will take place. Finally, a follow-up note expressing grat itude to the candidate for coming to the interview. While this may be a change for most districts’ procedure, so is the fact that we have a teacher shortage. 5. Take the time to provide a tour of the facility and the classroom the candidate may be assigned to if they are selected. This is beneficial to the candidate and to the interviewer as this provides a more informal environment to see how the candidate reacts in a

community when the teacher and the school district is following Illinois School Law, Board Policy, and the District’s Code of Conduct. This is especially important in our politically charged environment. Let us detail the main impact points that we believe administrators and Boards can and should address that are often overlooked in the overall retention process. Please note the lists below for each impact point are not exhaustive and are offered as examples of topics to be discussed and /or reviewed. The reader is encouraged to add to or change the items in the lists below to meet the specific need(s) of their school districts.

Even more upsetting is that

10 percent are leaving the education system in their first year of employment. —nsba.org

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