LM Sept 2021

Shortage ...cont’d.

The superintendent test at the state level was changed from the ILTS 187 to the ILTS 225 when new requirements were established for licensure in 2017. There were only 96 educators that took the Superintendent Licensure Test #225 from August 2019–July 2020. Meanwhile, IASA data shows were 73 new superintendents this academic school year. “When you do not have as many candidates getting into the teaching field, it rolls over into the principal field and then it rolls over to the superintendent field,” Dr. Rosborg said. Different Lifestyle Other factors have also contributed to the decline in people pursuing leadership roles in schools. Dr. Jack Barshinger is a retired superintendent who serves as President of the Illinois Council of Professors of Educational Administration. One factor, Dr. Barshinger believes, can be boiled down to lifestyle. Many teachers enjoy summer breaks and want to maintain a strong work/life balance that allows them to spend more time with their families. Teachers also have more opportunities to diversify in their teaching role and earn extra income. For example, school districts offer teacher leadership positions, as well as reading and math specialists. As a result, the gap in pay may not be as wide as it used to be from traditional classroom teacher to principal. The same can be said at the administrative level, with many districts staffing various assistant superintendent or upper-management level positions. The third reason is public relations—an issue surely exacerbated by the pandemic. An administrator has to deal with personnel matters, student discipline issues and community matters that most teachers won’t ever face. “School leadership is not a warm and fuzzy job anymore and some people just don’t want to take on that role,” Dr. Barshinger said. “Many people want to avoid conflict.” What Next? While there are many signs a superintendent shortage is looming, Illinois has made some strides in boosting the pipeline. One of the most significant changes was the elimination of the basic skills test. Others also point to raising starting salary levels and the Golden Apple Accelerator program as steps in the right direction. Dr. Barshinger adds that an increased focus at the local level regarding retention and developing teacher pipeline programs is helping. Schools, he said, have become more aware of the

importance of creating a positive culture where people want to work. As a result, teacher retention rates are improving in certain communities. “Culture within an organization is what retains people,” Dr. Barshinger said. Robertson, IASA’s Field Services Director, adds she’s noticed more districts developing succession plans and naming educators as “acting superintendent” as the individual pursues the proper certification. Furthermore, where some people see an underlying problem, it’s also possible others will see an opportunity. The pandemic forced schools to rethink and re-imagine public education on the fly. In a matter of months, superintendents flooded their communities with new technology and new supports. As a result, the new environment may pave the way for a wave of innovation and opportunities to change how education is delivered, which might be attractive to future leaders. Because of that possibility, some superintendents believe public education can emerge from the pandemic even stronger. “We have recreated from the ground up what it looks like to educate students,” said Dr. Donna Leak, the 2021 Illinois Superintendent of the Year. “We are the right people, in the right place at the right time to make decisions that will ultimately impact generations to come.”

23 LM September 2021