Leadership Matters April 2015

Matters Leadership APR I L 2 0 1 5

Illinois duo offers hand up

to boost minority school leaders

In this month’s issue

Additional Items

African American studies: An all-year experience P. 12



IASA News in Brief P. 18



Getting to know your IASA Membership and Communications Committee members P. 21



IASA Calendar of Events P. 24



2015 IASA Annual Conference Opportunities P. 28



Illinois duo offers hand up to boost number of minority school leaders P. 5

A superintendent’s joy, passion can make a difference for children P. 9

Koch: Despite some issues, first phase of PARCC testing goes well P. 15

What do superintendents do? Second graders know! P. 17

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

IASA Newsletter Editor Michael Chamness mchamness@iasaedu.org

Assistant Editor Mary Ellen Buch mbuch@iasaedu.org

1200 West Main Street Marion, IL 62959-1138 618.364.0501

Volume 3, Issue 4

2

Superintendents continue to battle ‘perfect storm’ in public education

fundamental need, and Vision 20/20 proposes a teacher student loan forgiveness program to try and ensure a more diverse teaching population, which, in turn, would create a more diverse pool of candidates for school administrator positions. The plan calls for the state to appropriate funds to expand teacher student loan forgiveness for minority teachers, those in underserved content areas and for those willing to teach in underserved parts of the state. Time to reach out to legislators Some parts of Vision 20/20 are beginning to move through the legislative process in Springfield, including bills regarding the evidence-based funding model, relief from some unfunded mandates, adding current educators to the State Board, licensure reciprocity, a differentiated accountability model and a joint purchasing pool. You can access the bill numbers and more information by clicking here . Legislators began a two-week spring break March 30 and will be back in their home districts until the General Assembly reconvenes on April 14. This is a great time to reach out to your legislators, get some undivided attention and discuss the Vision 20/20 bills as well as the school funding issue. We have never been so close to changing the public education policy in our state as we are now with Vision 20/20. The last 18 months have been spent with front-line educators from all over the state carefully crafting the blueprint for the future of public education in Illinois. The movement now shifts to the grassroots campaign. Taking back the conversation regarding public education comes down to convincing one legislator at a time and you, as the educational leader in your community, are the lynchpin. Thank you for all you continue to do, against all odds, to “Fulfill the Promise of Public Education” for the children of Illinois!

Later this month, on April 21, there will be a luncheon at the Executive Mansion in Springfield to honor “Superintendents of Distinction” from the IASA regions. Twenty school superintendents, selected by their peers, will be recognized. But that number just as easily could have been 200, 400 or 800.

Message from the Executive Director Dr. Brent Clark

In my nine-year tenure at IASA, I have never seen such a stressful, adverse environment for schools and their leaders. Unprecedented budget cuts, more unfunded mandates and constantly moving educational targets are just a few of the things that have caused a “perfect storm” for public education. Yet, the public in most communities is hardly aware of the looming storm clouds. Why? Because school superintendents, their staff and teachers continue to plow ahead to provide the best possible educational opportunities for their students. It’s called leadership, and it’s the most valuable commodity in times like this. Lee Iacocca, who was let go as president of Ford Motor Company and then revived the Chrysler Corporation before retiring, once said “In times of great stress or adversity, it’s always best to keep busy, to plow your anger and your energy into something positive.” That’s exactly what superintendents have been doing, and we look forward to joining ISBE and the Illinois Principals Association (IPA) to honor a representative handful of educational leaders on April 21. Speaking of educational leaders, a package of stories in this issue of Leadership Matters discusses the need for more minority administrators in our state and highlights the great work that Hazel Crest Superintendent Dr. Sheila Harrison-Williams and Round Lake Superintendent Dr. Connie Collins have been doing to further that cause. Increasing the number of minority teachers is a

3

4

Illinois duo offers hand up to help boost number of minority school leaders

By Michael Chamness IASA Director of Communications Sheila Harrison-Williams and Constance Collins have climbed some pretty steep hills. One was raised on the west side of Chicago, the other in Gary, Indiana. They attained their doctorate degrees, they have achieved their goal of becoming school superintendents, and each of them has a lengthy and impressive list of awards and recognitions. Making it to the top of their profession in public education didn’t come easy, and now they are lending a hand up to other aspiring superintendents. This summer, they will be hosting their fifth annual National Alliance of Black School Educators (NABSE) Aspiring Superintendents Summer Institute. The three-day institute is scheduled for June 21-23 in Downers Grove . For the school administrators from around the country who are selected for one of the coveted 40 slots, the institute is a professional development and networking bonanza. For Harrison- Williams and Collins it is a way to give back and help others overcome the daunting odds facing minority candidates for the superintendency. “We became educators to have a positive impact on the lives of children,” said Harrison-Williams, who serves as superintendent of the Hazel Crest school district in south Cook County. “I truly believe that the work we are doing is a calling.” Noting that African American superintendents comprise less than 3 percent of the nation’s more than 13,000 public school superintendents, Collins says that minority children need more role models in

those leadership positions. “The road is not easy and as a result of our own journeys, we are aware of the struggles African Americans encounter during their ascension to the top position,” said Collins, who is superintendent of the Round Lake school district about 50 miles north of Chicago. “The increasing number of minority students across our nation validates the need for an increased number of minorities in the superintendency.” Indeed, Illinois in 2014 for the first time became a “majority minority” state, with Hispanic (24.6 percent), African American (17.5 percent), and other minorities totaling 50.1 percent according to the state’s interactive report card. However, according to statistics from the State Board, minorities comprise only 9.4 percent of the superintendents, 16 percent of the assistant superintendents, 22.9 percent of the principals and 17.8 percent of the teachers in Illinois. -- Hazel Crest Superintendent Dr. Sheila Harrison-Williams, who is co-director of the NABSE Aspiring Superintendents Summer Institute “We became educators to have a positive impact on the lives of children, I truly believe that the work we are doing is a calling.”

(Continued on page 6)

5

Demographics of Illinois K-12 Schools

superintendents from across the country. Eleven attendees from the first four years have gone on to become superintendents, with many more having been promoted to senior-level administrative positions. Dr. Shelly Davis-Jones attended the first institute in 2011

(Continued from page 5)

Among the barriers minority candidates for the superintendency face, Collins and Harrison-Williams said, are ethnic and gender stereotypes, lack of certifications or

“The road is not easy and as a result of our own journeys, we are aware of the struggles African Americans encounter during their ascension to the top position, The increasing number of minority students across our nation validates the need for an increased number of minorities in the superintendency.” -- Round Lake Superintendent Dr. Constance Collins, co-director of the Institute.

degrees, reciprocity issues and discrimination. There also are issues on the part of some candidates, including not understanding what is involved in the superintendency or the community and board politics that are involved in being a superintendent. The purpose of the institute is to knock down as many of those barriers as possible. The institute not only includes top candidates from among assistant superintendents, directors,

and was back as a keynote speaker in 2014. She now is superintendent of Dolton District 149 in Calumet City and has written a book titled: “Filling the Seat: The Pathway to the Superintendency for One African American Woman Superintendent” in which she studies the journey of a person who became one of the few African American women school superintendents in the United States. In her book, Davis-Jones wrote, “I conclude by discussing the critical

coordinators, principals and other central office administrators to fill the 40 slots, but it also brings in school board presidents, executives from search firms and attorneys to serve as networking resources. Aspiring superintendents also are able to interface with more than a dozen African American

need for women, and especially Black women, to serve as formal and informal mentors, not just for those women who aspire to the superintendency, but

6

for women who are already ‘filling the seat.’ “ The concept of the institute had humble beginnings as Collins and Harrison-Williams submitted a proposal to do a 55- response was overwhelming and the presentation grew the next year to a half day, then a full day. Even that was not enough to quench the thirst for knowledge and information. “We realized there was a void out there and we knew we had to do something more because there just is not enough support to fill the need,” Harrison- Williams said. So the idea for the three-day institute in Illinois was born. They received twice as many applications as the 35 slots they had available. They increased the number of slots to minute presentation at the NABSE Conference. The

Another 2014 attendee, Dr. Sophia Jones- Redmond, is Director of Special Services for the Harvey School District. She said she continues to reflect on what she learned last summer. “The institute was the best professional development I have ever received,” Jones-Redmond said. “I left with a regained sense of confidence and

40 and still have not been able to meet the demand. Though the institute is sponsored by NABSE and the focus is on African American superintendents, each year the attendees have included other minorities and Caucasians. The support does not end when the institute draws to a close. Attendees are guaranteed a sitting superintendent as a mentor for at least a year. The goal is not just to

tenacity. I also left with support from my peers and a year of mentorship from a serving superintendent. I can call her at any time She characterized the three days as “lovely and kind – yet totally about the business of making sure we left the institute prepared in all areas.” She said and this was the biggest gift of all.”

“The institute was the best professional development I have ever received. I left with a

produce superintendents, but to give them the tools and support to be successful. “I gained knowledge on interviewing skills, effective leadership skills, and learned strategies to achieve the position of superintendent. I also gained knowledge and a clear vision of the expectations of becoming a superintendent,” said April C. Davis, a principal

regained sense of confidence and tenacity. I also left with support from my peers and a year of mentorship from a serving superintendent. I can call her at any time and this was the biggest gift of all.” -- Harvey School District Director of Special Services Dr. Sophia Jones-Redmond, a 2014 attendee of the Institute

the session on resumes was

especially impactful as she learned how to condense her nine-page resume into a document that would have a better chance of getting fully reviewed. “My resume is now two pages and I have had

at Diekman Elementary School in Calumet City, a 2014 attendee who is exploring doctoral programs and continuing to attend workshops and conferences. “My goal is to become better prepared for the role of superintendent when I am afforded that opportunity.”

(Continued on page 8)

7

several interviews since the institute,” Jones- Redmond said. “I am progressing and I know I will receive an offer soon.” Davis and Jones-Redmond were asked for their suggestions regarding how to achieve the goal of more minority superintendents. “I feel further shadowing may provide a more in- depth experience for aspiring superintendents,” Davis said, adding that advertising in educational journals and expanding the institute even more with sessions at other national conferences as well as creating a formal mentoring program might help. Jones-Redmond said that districts that have individuals who aspire to become a superintendent might be able to help, too, by promoting those people. “Most of my peers that attended the institute stated they would like to stay in their current district, but felt like some in their district seemed threatened by their talents. Interesting dynamic!” she said. “Dr. Sheila and Dr. Connie emphasized being open to relocating to another state and since the institute I “The recruitment of minority superintendents begins at the point of initial teacher preparation and continues through the first years when one is licensed and teaching in a school district. If the preparation program and school districts have robust induction and mentoring programs as well as programming to identify young leaders with the talents to lead schools and districts, the pool of potential administrators will be larger and more reflective of our ethnically diverse student body.” --Dr. Christopher A. Koch, State Superintendent of Schools (Continued from page 7)

have joined NABSE, IASA and obtained licensure in three other states. This was something I was not considering until the institute.” State Superintendent of Education Dr. Christopher A. Koch said that recruiting minority candidates for school administration remains a goal, noting that ISBE asked for an additional $700,000 in its FY16 budget request to fund diverse educator recruitment programs in middle schools, high schools and higher education institutions. This amount would fund training for 300 teachers, curriculum materials and workshops for mentors during the school year and stipends for teachers who serve as mentors. “The recruitment of minority superintendents begins at the point of initial teacher preparation and continues through the first years when one is licensed and teaching in a school district,” Koch said. “If the preparation program and school districts have robust induction and mentoring programs as well as programming to identify young leaders with the talents to lead schools and districts, the pool of potential administrators will be larger and more reflective of our ethnically diverse student body.”

ISDLAF+ March 2015 Monthly Update

Click here to view the March 2015 ISDLAF+ rates, economic indicators and general economic news brief. To obtain additional information regarding this IASA sponsored service, contact Emmert Dannenberg, statewide marketing director/ ISDLAF+ at 815.592.6948. To check daily rates, visit the ISDLAF+ website at www.isdlafplus.com .

8

A superintendent’s joy, passion can make a difference for children

Dr. Shelia Harrison-Williams and Dr. Constance Collins, the Directors of the Aspiring Superintendents Summer Institute, invited me to speak at the institute on June 24, 2014. I had prepared a speech, but after listening to other speakers I decided to speak from the heart about my own experiences as a new superintendent in Dolton School District 149 in Calumet City. The institute was an opportunity for me to share some of my own experiences and meet others who aspire to the superintendency. I had attended the first institute in June of 2011. Participating gave me the hope and the confidence I needed to begin thinking about my journey to the superintendency. I spoke to the aspirants about my first three months in the superintendent position and how I was faced with the closing of the former Everett Dirksen Middle School, which had been in status for not making Adequate Yearly Progress over the last 13 years. I shared how I had to immediately inform my board president, who then informed the rest of the school board members. We had to call a special board meeting within 48 hours and come up with a plan of action. I wanted to save my school and so my administrative team and I closed the former Everett Dirksen Middle School and reopened it as three small schools using the Small Schools Concept. We chose this concept because of the research on small schools. We also reached out to the proponent of the Small Schools Concept to assist us in training our teachers. This process involved extensive research. I worked closely with the Illinois State Board of Education and the Regional Superintendent to lead this task expeditiously. We were able to change the name of the school and create three brand new school names. We opened in August of 2012 with a Creative Communications Academy, a School of Fine Arts, and a Science Technology Engineering and Mathematics Academy for students in seventh and eighth grade. In May of 2012 there was a fire in the Middle School just a few weeks before the eighth grade students were scheduled to graduate. I kept telling myself this is not happening to me. The State Superintendent and the Regional Superintendent had to be informed immediately of this incident. In times like this, you have to put your crisis plan in full motion. I told the aspirants that a superintendent spends a lot of time learning on the job. Sometimes, we must use our humanistic skills, the ethic of care

for others, and good old common sense. We must always refer to school board policies, past practices, and call upon mentor superintendents to assist us when we need advice and support. As superintendents, we wear many hats. I also serve as the homeless liaison for my district. I spoke proudly about how I pride myself in serving and helping children and families in need. I remembered my first winter serving as the superintendent. I was working with a homeless family with four children who were living in an abandoned automotive shop. After receiving an anonymous call, I sought to find this family a place to live. I remember asking my husband if I could use some of our Christmas savings to pay for weekly motel stays so the family could be warm and not have to sleep on the streets in the brutal cold. My administrative team also helped me for months with food, clothing and shelter. After constant complaining to the regional homeless liaison and social services agencies in and around the Chicagoland area, the regional homeless liaison put Dr. Shelly Davis-Jones , who wrote this column for Leadership Matters, also is the author of a book titled “Filling the Seat: The Pathway to the Superintendency for One African American Woman Superintendent.” In her book, Davis-Jones tells the story about one woman’s journey. Wrote Davis-Jones: “The participant in this study has many unique characteristics; however, what makes her important to this study is that she is one of the few Black women preparation, sense of self-efficacy, support networks and mentoring, the racial and gender barriers she encountered and the professional achievements and career reflections.” The book is available through Amazon and Barnes and Noble. Davis-Jones is superintendent of Dolton School District 149 in Calumet City, a district that has eight schools and more than 3,000 students. superintendents in the United States… Specifically, I analyze her professional

9

manuals, and post secondary programs do not have the answers. This was one of those times where I had to use moral judgment and my humanistic skills to execute decisions. As a new superintendent I felt that I had let my child down because no one was there to protect her from this sexual predator that is still at large today. I had to work quickly to inform the communities I serve so I used our School Reach phone blast system and I sent a scrolling email alert across our website and sent letters home with every child in the district. The police worked with me to put a flyer on the district website. After doing all of these things, I still felt like I needed to do more to assist the family. At our June board meeting I asked my board if we could pay for counseling for our child who was raped, all of her siblings, and her mother because they were all impacted and traumatized by this horrific incident. The board voted yes, unanimously. The next day I worked with my central office team to find a counseling agency to assist the family. I shared real life stories with the aspirants because it truly takes a caring individual who is made of tough skin to serve in the seat of the superintendency. Our job consists of more than completing reports, evaluating principals, serving on various committees and managing the day-to-day operations of the district. I wanted the aspirants to walk away understanding that superintendents are on call seven days a week, 24 hours a day. We must use moral guidance and use moral judgment in our decision making. I closed with a renowned quote by the late great Ron Edmonds, a pioneer of effective schools, who said in the mid-1970s: “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do this. Whether we do it or not must finally depend on how we feel about the fact that we have not done it so far.” By sharing my stories it was my hope that every candidate left the Aspiring Superintendents Institute with a clear understanding of the many hats that superintendents wear and that there is joy and passion in making a difference in the lives of children.

me in contact with an organization called the Lans 53. It was the Lans 53 that gave my family a down payment on a home to rent with an option to buy. I shared with the aspirants all of the wonderful things my board of education has done for the students in my school district. We provide uniforms for children who are in need and breakfast in the classroom after the regular breakfast program ends to ensure all children eat. We also serve dinner at our Middle School in the evening before after-school activities. On June 6, 2014, I was informed that one of my students at the Middle School was raped on her way to school. I was devastated because it was on my watch. I reached out to the family and informed my board of this travesty before the media reported the incident. I wanted the aspirants to know that many times superintendents are faced with challenging situations for which school board policy, district

I closed with a renowned quote by the late great Ron Edmonds, a pioneer of effective schools, who said in the mid-1970s: “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do this. Whether we do it or not must finally depend on how we feel about the fact that we have not done it so far.”

--Dolton School District Superintendent Dr. Shelly Davis-Jones

10

Developing a Communications Plan

8 hours of Administrator Academy credit (AA #1568)!

IASA Director of Communications Michael

Chamness presents a course designed to offer tips on how to develop messages for your community and the media, how to handle crisis communications, how to spread the good news that is happening in your school district and how to develop a communications plan. The course includes:

 3 hours in-person training, with video examples of best and worst practices and participation in mock press conferences involving real-world school issues

 5 hours of homework, the end result being a written

communications plan for your school district -- a project that can be undertaken as a school district team of administrators

Contact Mary Ellen Buch at 217.753.2213 or mbuch@iasaedu.org to schedule an Academy in your area

Teacher Recruiting and Retention Task Force asks superintendents to fill out survey about impact of Tier II pension law on teacher pool The Teacher and Recruiting and Retention Task Force is asking school superintendents to fill out a Tier II pension survey to help the task force analyze the potential impact of the implementation of Tier II pension benefits on the teaching profession. The task force was created by the 98 th General Assembly (House Joint Resolution 27) to study the impact of Tier II pension benefits on the ability of school districts to recruit and retain teachers in public schools. Re- sults of the survey will be the foundation for a report ISBE must submit to the General Assembly this fall. The survey window will remain open until May 1. To complete the survey, please click here . If you have any questions about the survey, please contact Vince Camille at vcamille@isbe.net .

11

African American studies: An all-year experience

By Denean Adams, Ed.D. Superintendent, Harvey Public School District 152 Black History Month is a relevant recognition of societal contribution from people of color. Initially, it was celebrated for one week (then known as Black History Week) until it was extended to Black History Month. As a critical part of American History, legislation has been proposed to encourage public schools to teach Black History as a part of the year- round curriculum. With a commitment to education and service, I proudly serve as Superintendent of Harvey Public School District 152. Harvey serves approximately 2,300 students, 78.4 percent of whom are Black. For over 20 years, I have done my best to contribute to Black History while simultaneously encouraging many students to become a part of Black History. It is my firm belief that the history of African Americans should be an essential part of the learning process that expands beyond February programs and celebrations into deeply embedded relevancy in instruction and curriculum standards. According to the Illinois State Board of Education, every public elementary school and high school shall include in its curriculum a unit of instruction studying the events of Black History. These events shall include the contributions made by individual African Americans in government, arts, humanities, sciences,

economic, cultural and political development of the United States. In addition, inclusive of the socio- economic struggle which African Americans experienced collectively in striving to achieve fair and equal treatment under the laws of this nation. The above standard set by the Illinois State Board of Education is a result of laws passed by the Illinois legislature in the 1990's mandating the teaching of African American studies. The legislative intent of the law and its spirit was to ensure children are educated about their culture and heritage. Lawmakers relied on research that supported the basic premise knowledge of culture and heritage as essential factors in the learning process for K-12 students. While there have been great strides in lessening and eliminating discrimination in this country, I have sincere trepidation that if it were not for the law mentioned above, the possibility of excluding other cultures as a part of American history is great. Daniel Jocz, in his Huffington Post education article, Black History Is American History, All Year Round said, "We have an unfortunate tendency in this country to exclude the stories of various groups in our year- round teaching of the nation's history. The experience of African Americans, women, immigrants, the poor, and gay and lesbian individuals is American history. Black History should be taught year round." Jocz further said, "The American experience has been

12

influenced by class, gender, race, sexual orientation, geography, and religion. To not teach this history year round is to do a disservice to our nation's rich, complicated past." I concur with Mr. Jocz that we should not limit our celebrations and remembrance to the month of February. Constraining the history and story of any particular group to a day, week, or month, essentially denies those who are being taught the reality of the world that has preceded them. Karen Warrington, an Education Reporter for the Philadelphia Inquirer, in her article African American History Must Be Taught said, "America is so diverse that we should be teaching the stories of all its people, whether it is Greco-Roman history, including Greek mythology; Ireland's potato famine; the exodus of Eastern Europeans to America; or the roles so many other groups played here, including Italians, Germans, Asians and Latinos. This should all be part of the public school curriculum - and rightly so." In short, the teaching of African American studies and other cultures supports the diversity of our great country and its public school system. As an experienced educator, having crossed many phases of the education process -- teacher, principal, and now Superintendent of Schools -- I have witnessed the benefits of being

Dr. Denean Adams, superintendent of Harvey Public School District 152, reads to children.

exposed to the studies of all cultures who have contributed to the success that America has become. Too often, the names of those who marched with Dr. Martin Luther King, Jr. and even rode with Rosa Parks are not known. While we may never know their names, we must continue to fulfill the dream of those who sacrificed life and limb for a better America. Our work should be all about our children, and that work will shape us for a greater future.

13

14

Koch: Despite some issues, first phase of PARCC testing goes well

classes without requiring remediation. Additionally, institutions can develop policies for math that allow a 3 on PARCC in combination with having passed a higher-level high school math class to qualify a student to enroll directly into credit-bearing math classes. ICCCP’s decision will help us provide a more efficient path for our graduates to begin college-level work. It will also save Illinois students and their families both time and money. According to the recent Complete College America report, at least 20 percent of all college students must take costly remedial courses when they get to college. That percentage jumps to roughly 50 percent when

Message from the State Superintendent of Education

The Performance-Based Assessment testing window for the Partnership for Assessment of Readiness for College and Careers (PARCC) is coming to an end for most schools this month, and I am extremely pleased with how the first administration has gone thus far. We have experienced no major technical difficulties with its administration.

looking at those enrolled in Illinois two-year community colleges after students did everything required to graduate from high school. We were also pleasantly surprised with the number of districts utilizing online assessments. As more students take

As of late March, 5.8 million exams have been completed nationwide, with more than 1.1 million of those here in Illinois. We have

encountered some issues along the way -- which we anticipated -- but they have been relatively minor and have been resolved. This is a testament to your leadership and preparation in the weeks leading up to testing. I know the move to a completely new assessment system hasn’t been easy and there have been questions and some trepidation. Thank you for working with your staff, students and parents to provide information, report any problems, and ensure a smooth a transition. Your efforts certainly made a difference. I am also pleased to report a significant first step toward the use of the PARCC assessment as a college placement exam. The Illinois Council of Community College Presidents (ICCCP) recently approved a policy to accept a performance level of 4 or 5 in math or English language arts on the PARCC exam to place students directly into credit-bearing

assessments online, costs are significantly reduced. Based on the latest figures available, we estimate that approximately 70 percent of assessments have been taken online during this administration of PARCC assessments. In a few weeks, we will begin the second part the PARCC summative assessment, the End-of-Year exam. As a reminder, the Performance-Based and End-of-Year scores are combined to arrive at a single summative score for each student. Please let us know if any issues arise or provide any other feedback you feel may be helpful as we wrap up this inaugural year of PARCC testing.

Thanks for your cooperation,

Chris

15

16

Villa Grove Superintendent Dr. Mary Ann Manos, surrounded by second graders.

What do superintendents do? Second graders know!

By Dr. Mary Ann Manos Superintendent, Villa Grove District 302

One big problem with being an effective school superintendent is trying to communicate what this job is all about. No one, except another school superintendent, really understands the length, width and depth of the job description and ever-changing responsibilities. Parents think they know and will gladly complain about “Fat Cats” who don’t teach, don’t coach, don’t cook and don’t drive the kids, but they really cannot clearly explain the parameters of the job. So here we are in a job no one can clearly describe, but a job that everyone else can do better than we are doing it. We are reminded of the old spiritual lyric, “Nobody knows the trouble I have seen.” Into this environment of confusion and partial knowledge, comes one group of second grade elementary school students who have a 20/20 view of how a school superintendent spends the work day.

What do school superintendents do?

She could help tie shoes. He has to buy books. She can swing. He makes sure there are no robbers. She does homework. They can hold the door for you. He can hide behind papers.

She can call our Moms. They put Band-Aids on people. She can drive the bus. He looks at spelling tests and baseball scores. She checks the phone. He can fix kids by calming them down. She hires people. They could do recess duty. She lives at school. A superintendent grades papers. They plan field trips.

She makes important decisions. He can play basketball anytime. She can clean desks. He writes notes. She gets to choose what is for lunch at school. He keeps all records. She can play in the park. He helps principals.

She has to keep kids safe. He can write book reports. They buy stuff for the school. She can do anything.

Easy job, right? But the best descriptor from the kids: They love our school .

That says it all!

17

IASA News in Brief

Finger wins grand prize in Deep River Books’ 6th Annual Writers Contest

Winners were recently announced in the 6th Annual Deep River Books Writers Contest. Among this year’s standout entries, judges noted an especially strong showing by fiction authors. Three of the four top prizes went to fiction manuscripts, including the Grand Prize. Catherine Finger was awarded the Grand Prize for her thriller “Shattered Masks.” By day, Finger is the superintendent of Grayslake Community High School District 127 in Grayslake, Illinois. “Alabaster Vases”, Finger’s debut novel, was released in January 2015. In the sequel, “Shattered Masks,” a police chief’s faith is tested when her husband and his mistress are found brutally murdered, and she becomes the prime suspect. “I cannot tell you how grateful I am for this honor,” said Finger, on hearing the news. “I’m reeling in gratitude and wonder.”

Nokomis Community 22 students supply soldiers Nokomis High School Principal Advisory students worked to prepare packages for soldiers that were shipped out in late February. Packages were filled with a variety of items for soldiers.

"We want to thank the entire community who came out to support the effort to supply our soldiers in so many different ways," replied Principal Bruder. The variety of donated items should be a welcome gift to the five military destinations that have thus far been identified. Nokomis High School wanted to include as many soldiers as possible so asked for additional addresses from the community as well. The support and encouragement for troops as they receive the shipments as well as the hand-written notes of encouragement from students, was much appreciated.

Superintendents on the Move

Are you moving to a new district? Know of a change of superintendent in your area? Please contact Misti Murphy at mmurphy@iasaedu.org with any changes taking place in your district.

18

IASA News in Brief

IASA Kishwaukee Region awards Presidential Citations

The Kishwaukee Region of the IASA has issued a Presidential Citations to Steve Dillet , president of Custom Aluminum Products in Genoa. In his nominating letter, Mr. Joe Burgess, superintendent of Genoa- Kingston 424, stated Mr. Dillet has been the driving force in supporting industrial technology for Genoa- Kingston High School for several years. He has made it his priority to have students achieve the required skills for the workforce of tomorrow. In addition, Jim Teckenbrock was also awarded a Presidential Citation. He is the Executive Director of the Sandwich Economic Development Corp. For many years, Jim has been a sports announcer for the local radio station and makes it a point to highlight the great things public schools are doing. His enthusiasm and positive attitude toward public education is infectious. Each year, IASA encourages regions to present Presidential Citations to individuals who have made significant contributions to public education even though they may not be professional educators.

High Mount takes the plunge for Special Olympics

Staff, administration and family members of High Mount 116 in Swansea participated in the Polar Plunge at Carlyle Lake on Saturday February 28 th . The team of 18 members raised over $3000. The money raised will support Special Olympics.

High Mount Staff/BASC Employees included Cara LaGrow, Jenny Pecoraro, Cassie Downs, Lindsay Middendorff, Joel Gheradini, Jennifer Martin, Julie Burns, Sara Hedrick, Karen Jansen, George Wilkerson and Cassandra Gillespie. Board of Education members included Stephanie McGuire and Susan Scott. Administration was represented by Mark Halwachs. Family members included Dylan Ziegler, Owen Wilkerson, Stephanie Hedrick and Katie Halwachs.

19

20

Getting to know your IASA Membership and Communications Committee Members

Favorite book: The Bible. It has provided me with great guidance. Favorite musical artist: Not really tied to one artist but if I had to choose, probably Elvis One thing people probably would be surprised to know about you: I really like dirt track racing. The

Mark Doan Wabash Valley Region School district: Effingham Unit District 40 One thing you would like people to know about your school district: We have a nationally recognized Mentoring Program with over 130 adult mentors for students in grades 5-12. Unit 40 has developed partnerships with both the local Chamber of Commerce and Lakeland Community College to establish new dual credit, vocational learning opportunities for students. Years as educator: 26 High school: Unity High School (Tolono) Colleges or Universities: SIU-Carbondale, Illinois State University & Eastern Illinois University Family : Wife, Sharon; stepchildren Nick Gough (Gretchen) and Allyson Grant (Ryan); Granddaughters: Brookelyn, Ava, Jenna, and Lyla Favorite hobby: Sharon and I have a Class A RV and we love to visit places we have never been. You meet wonderful people across Illinois and surrounding states. Favorite movie: Anything with John Wayne as the lead. She Wore a Yellow Ribbon ranks up there.

Midwest has the best dirt track racing in the U.S Biggest concern about public education: The lack of an overall plan for improvement is a major concern. Two points: 1) we lose credibility and focus when changes are initiated every few years, and 2) districts cannot implement with fidelity any programs when there are multiple presented with little support. Most encouraging thing about public education: Despite the onslaught of issues (standards, assessment, evaluation, and pensions to name a few) our profession continues to improve and “do more with less” every year. Educators and school districts do not get the credit for continuing to make a positive difference in our students’ lives everyday. We continue to have dedicated employees that care about kids.

historical research Favorite movie: Hoosiers

Greg Frehner, Shawnee Region

Favorite book: The Winner Within by Pat Riley Favorite musical artist: Classic Rock n Roll One thing people probably would be surprised to

School district: Vienna Elementary School District 55 One thing you would like people to know about your school district: District 55 continues to be

know about you: My parents are retired professional educators from Wisconsin

Biggest concern about public education: Forced reductions in staff and programs due to continued General State Aid proration and an existing funding formula that widens the inequity gap for rural school districts. Most encouraging thing about public education: Professional educators (both certified and non- certified staff) and Boards of Education who continue to work diligently to do more with less. The passion for providing the best possible educational experience for every student continues to be strong during these challenging times in public education in the State of Illinois.

recognized for its strong student performance. Years as educator: 19 High school: Palmyra-Eagle High School (Palmyra, WI) Colleges or Universities: Bethany Lutheran College (Mankato, MN), Associates Degree; University of Wisconsin-LaCrosse ,Secondary Education; Eastern Illinois University, Type 75 Administrative; Southern Illinois University; Carbondale, Superintendent’s Certificate Family: Wife, Tonya and son, Knox Favorite hobby: Spending time with family, following sports teams from Wisconsin, and

21

22

2014-2015 Senate Bill 7 Performance Rankings File is now available !

Illinois School Districts are working to comply with the requirements of education reforms. IASA has worked to provide support via the Senate Bill 7 Performance Rankings File. This program gives districts a method of managing district positions aligned to local qualifications, teacher's credentials, and performance ratings. The program compiles this local data and creates reports needed to comply with Senate Bill 7. This software was originally reviewed by the Senate Bill 7 teams from the Illinois Federation of Teachers (IFT) and the Illinois Education Association (IEA). This version builds on the knowledge gained from these users. This includes the inclusion of many suggested improvements that were submitted by these users. Examples of new features include:  Sorting data within the program  Listing teachers not only in their current position but also for other positions they are eligible to hold in the district  Filtering reports to display only current employees

The cost of using this software remains the same as last year. The annual licensing fee will be $275 for IASA members and $550 for non-members.

Several podcasts on how to use the software and well as the access request form can be found here!

Please note that previous versions of the IASA Senate Bill 7 Performance Rankings File are no longer supported as there have been legal changes which are not included in the previous versions of this software. Also, the service method for the 2014 software will be via email only.

23

April 2015

Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

2

3

4

Corn Belt / Kishwaukee Region meeting

5

6

7 Shawnee Region meeting

8

9

10

11

Cook West / Illini Region meeting

Kaskaskia Region meeting

12

13

14

15

16

17

18

DuPage Region meeting

19

20

21

22

23

24 Western Region meeting

25

Egyptian Region meeting

26

27

28

29

30

Click on a color- coded date to open a link for more information about the event.

IASA Event

Region Meeting ( Contact your Region President for details )

Professional Development Event

Legislative Event

24

May 2015

Sun

Mon

Tue

Wed

Thu

Fri

Sat

1 Three Rivers Region mtg.

2

3

4 Blackhawk Region meeting

5 Shawnee Region meeting

6 Cook West Region meeting

7

8 Kaskaskia/ Western Region meeting

9

10

11

12

13 DuPage Region meeting

14 Cook South Region meeting

15

16

17

18

19

20

21

22

23

24

25

26

27 Egyptian Region meeting

28

29

30

31

Click on a color- coded date to open a link for more information about the event.

IASA Event

Region Meeting ( Contact your Region President for details )

Professional Development Event

Legislative Event

25

26

27

Click here for additional information.

28

Click here for additional information.

29

30