CASBO School Business Summer 2016

schoolbusiness california

California Association of School Business Officials

Summer 2016 Supply & demand Factors, findings behind California’s teacher shortage

Eat, sleep, move, repeat!

The recipe for good business comes down to sleep, nutrition, exercise

Reforming California’s schools Leaders share their wish lists

2 California School Business / Summer 2016

California School Business / casbo.org

3

FINANCING CALIFORNIA’S FUTURE

S

tifel is the leading underwriter of California K-12 school district bonds.* We assist local districts in providing

financing for facility projects and cash flow borrowing, including new construction, modernization, renovation, and technology improvements. Our work with California school districts includes general obligation bonds, Mello-Roos bonds, certificates of participation, leases, bridge financings, TRANs, and the refinancing or restructuring of previously issued bonds.

We give back to the communities we serve by providing college scholarships to graduating high school seniors through Stifel’s annual Fabric of Society essay competition and by supporting school-related foundations and functions through the Stifel Education

LET US HELP YOU ACHIEVE YOUR FINANCING GOALS. Visit www.stifel.com/publicfinance or contact a member of our School Finance Group:

NORTHERN CALIFORNIA | SAN FRANCISCO OFFICE Bruce Kerns Managing Director (415) 364-6839 bkerns@stifel.com

Erica Gonzalez Managing Director (415) 364-6841 egonzalez@stifel.com

Katherine Perkins Director (415) 364-5961 kperkins@stifel.com

Roberto J. Ruiz Vice President (415) 364-6856 rruiz@stifel.com

SOUTHERN CALIFORNIA | LOS ANGELES OFFICE Dawn Vincent Managing Director (213) 443-5006 dvincent@stifel.com

John R. Baracy Managing Director (213) 443-5025 jbaracy@stifel.com

Robert Barna Managing Director (213) 443-5205 rbarna@stifel.com

Scott Henry Managing Director (213) 443-5206 shenry@stifel.com

Program (“StEP”).

* Source: Thomson Reuters, number of issues for 2015

4 California School Business / Summer 2016

Stifel, Nicolaus & Company, Incorporated Member SIPC & NYSE | www.stifel.com/publicfinance

contents

Volume 81 I Number Two I Summer 2016

departments 9

11

Checking in Change is constant, but leadership must be steady Molly McGee Hewitt

13

In focus CASBO member profile: Rob McEntire

15

In focus CASBO associate member profile: Janet Kendrick

48

Out & about CASBO events

50

Book club Team Genius: The New Science of High-Performing Organizations

51

Professional perspective Hiring the best of the best

54

Last words

18

Bottom line Leading from the heart, as well as the head Melissa Anderson

27

interview 27

Andrew Shatté Expert on resilience shares the secrets to this valuable trait Julie Phillips Randles

42

cover story 32

Supply & demand Factors, findings behind California’s teacher shortage Linda A. Estep

features 18

Eat, sleep, move, repeat!

The recipe for good business comes down to sleep, nutrition, exercise Jennifer Fink

42

Reforming California’s schools Leaders share their wish lists Sue Marquette Poremba

California School Business / casbo.org

5

ABOUT CASBO The California Association of School Business Officials is the premier resource for professional development in all aspects of school business.

Founded in 1928, CASBO serves more than 3,000 members by providing certifications and training,

publisher

promoting business best practices and creating

editor in chief

opportunities for professional collaboration.

features editor

CASBO members represent every facet of school

contributors

business management and operations. The association offers public school leaders an entire

Molly McGee Hewitt Tatia Davenport Julie Phillips Randles Linda A. Estep Jennifer Fink

career’s worth of growth opportunities.

Sue Marquette Poremba

CASBO MISSION As the recognized authority in California school business, CASBO is a member-driven association that promotes ethical values; develops exceptional

design/layout

Sharon Adlis

advertising art

Tracy Brown

casbo officers

leaders; advocates for, and supports the needs of members; and sets the standard for excellence

president

through top-quality professional development and mentorship, meaningful collaboration and

president-elect

communication and unparalleled innovation.

vice president

CASBO BY DESIGN For the past 15 years, CASBO has been dedicated to

immediate past president

the organizational planning discipline as a method for guiding the association into a successful future.

Melissa Anderson San Bernardino County Superintendent of Schools Nina Boyd Orange County Department of Education Christina Aguilar Arcadia Unified School District Leeann Errotabere Clovis Unified School District

In 2012, the association embarked on its fourth such plan, CASBO by Design. This living, breathing

advertising sales manager

document guides the association in its long-term planning process, which is grassroots in nature, invigorating in procedure and motivating in outcome.

CASBO has long been committed to organizational

CiCi Trino Association Outsource Services, Inc. 9580 Oak Avenue Parkway, Suite 7-273 Folsom, CA 95630 916.990.9999

planning because the approach has consistently helped the association envision its future and determine the clear steps to get there. The road map that strategic planning provides has allowed CASBO to remain focused on its unique mission, goals and objectives, and to respond effectively to a continually changing environment.

For more information on CASBO by Design, visit casbo.org, click on “About Us” and then select “CASBO by Design” from the drop-down menu.

www.casbo.org California School Business (ISSN# 1935-0716) is published quarterly by the California Association of School Business Officials, 1001 K Street, 5th Floor, Sacramento, CA 95814, (916) 447-3783. Periodicals postage paid at Sacramento and at additional mailing office. Submit address changes online by logging into your account profile at www.casbo.org.

Articles published in California School Business are edited for style, content and space prior to publication. Views expressed are those of the authors and do not necessarily represent CASBO policies or positions. Endorsement by CASBO of products and services advertised in California School Business is not implied or expressed.

Copyright 2016 CASBO. All rights reserved. The contents of the publication may not be reproduced by any means, in whole or in part, without the prior written consent of the publisher.

Published June 2016

6 California School Business / Summer 2016

7.7 million students | 2K districts | 45 states | 7 statewide implementations

California School Business / casbo.org

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checking in

Change is constant, but leadership must be steady As we prepare to print this issue of California School Business, the 2015-16 school year is drawing to an end. Another year is complete and school business people are closing out the fiscal year and preparing for the next one. The cycle of schools continues, and while there are always changes and modifications in our instructional programs and business operations, schools continue to operate much as they have for centuries. In a world where almost everything has changed to some degree, the school calendar and our schools have been a constant.

In my 30-plus years in education, I have viewed, participated in, advocated for and survived many reforms, new initiatives and changes.

My dictionary is full of acronyms from programs or ideas that are long forgotten and is constantly being updated with new initials like LCFF and LCAP. While there are constants in education, there is also a continual cycle of change.

Just a few years ago, we were agonizing over the layoffs of teachers and other employees. Today, we are scurrying to recruit, train and maintain our workforce. We once tried to ban cell phones from our campuses and some of us thought social media was a fad! Today, we recognize the value of student and staff cell phones and the powerful effect social media can have for our schools. We once thought that parent or community involvement in schools was a good idea, and today we require it at all levels. The changes keep coming. That’s a constant in the life of a school business leader.

For school business officials, these changes reflect their professionalism and commitment to public education. If there is a better or more economical way to provide services, they are always ready to explore new ideas. For many years, this involvement was limited to the business of schools; today their involvement and commitment to change collaborates well with our instructional goals. Student achievement is the business of everyone involved in education. While our duties may be segregated, our mission unites us. World-class schools that promote student achievement for all students require an entire system dedicated to excellence and service.

As a lifetime student of leadership, I am always reading case studies, articles and books that promote leadership and team building. The concept that leadership is a team activity has always captured my attention. The best superintendent, CBO or curriculum leader is only as successful as the team they serve on. Leadership is truly the ultimate team sport.In fact, the most successful organizations are led by teams of leaders.

As CASBO joins with our members in the start of the new fiscal year, we pledge ourselves, our programs and our activities to promoting leadership in all areas of education. While we will place a special emphasis on the critical issues facing school business, we will not lose sight of the amazing leadership that our members bring to their organizations. Our goal is to build strong, vital and informed leaders who will serve in all school business disciplines to support excellence in educational leadership.

Can we do it? Of course we can! The key people are already in key positions and our work is already in progress. Our greatest challenge lies in supporting and empowering our members to recognize and acknowledge the powerful role their leadership plays in schools.

Molly McGee Hewitt Executive Director

California School Business / casbo.org

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10 California School Business / Summer 2016

bottom line

Leading from the heart, as well as the head Sometimes I have to pinch myself.

I can’t believe how fortunate I am to serve as the president of casbo this year! As individuals, we don’t often

have an opportunity to influence the

direction of an organization as esteemed as casbo; and as cliché as it may sound, I am sincerely humbled and honored to

serve in this capacity. After all, casbo is the organization that started me down the path of school business leadership 20

years ago and has played such a pivotal role in my success!

I also recognize how fortunate I am

to be surrounded by such a remarkable leadership team at casbo, including President-Elect Nina Boyd; Vice Presi-

creased opportunities for mentoring, cer-

tification, training and various forms of professional development. New integrat-

ed systems will further enhance member services and communication. Additional legislative advocacy efforts will engage members not only at the Capitol, but on

the local level. Our hard work is paying off, and opportunities abound!

This year also promises to be exciting for me personally as we focus on the aspect of leadership development nearest and dearest to me – the “heart” of a school business leader.

This year also promises to be excit-

emotional needs of their employees and

aspect of leadership development nearest

eration and genuine support from their

dent Christina Aguilar; Immediate Past

ing for me personally as we focus on the

of Directors and Education Advocacy

and dearest to me – the “heart” of a school

President Leeann Errotabere; the Board

Foundation Board of Trustees – Jamie Dial, Richard DeNava, Jennifer Bickley,

Nita Black, Kristi Blandford, Keith

Butler, Lydia Cano, Conrad Newberry, Jim Novak and Vince Christakos; casbo

staff – Tatia Davenport, Sara Bachez, Art Schmitt, Stephanie Valencia, Michelle

Neto, Gail Hillis, Lori Smith, Elizabeth Munguia, Joyce Tribbey, Brett Fraser, Kate Henneinke, Grace Vote, Alysha

Heatherly, Melissa Martinez, Regina Alvarado, Cathy Lage-Woods, Jeri-Lynne

Ellis, Judy Miller and Tricia Meister; and our illustrious Executive Director Molly McGee Hewitt! With this kind of collective talent, how could we go wrong?

business leader. It’s a given that education and technical skills are essential to

your success as a school business leader,

but what distinguishes a great leader

from a mediocre one is your heart and what it holds: gratitude, compassion, joy, commitment, appreciation, mentorship,

kindness, respect, celebration, inclusion, sincerity, integrity, accountability, humor,

we are on the inside. It’s a lifestyle, and these qualities need to become an integral

part of you if you want to be a genuine

ments. These are the leaders we should all aspire to be. These are the leaders casbo helps to develop.

Join us this year as we explore school

business leadership from the head to the heart!

Melissa Anderson President

Matters of the heart are often associ-

very powerful and is the mainspring of

to fruition. casbo members will see in-

transform their organizations or depart-

leader.

and initiatives – developed through the Design strategic planning team – come

the wisdom and capacity to positively

ship is a high calling, and it reflects who

ated with the softer side of life, perhaps

collaborative efforts of our casbo by

teams. These are the leaders who possess

empathy, optimism and so on. Leader-

This promises to be an exciting year

for casbo as we watch new programs

will garner more respect, trust, coop-

even weakness. The truth is, the heart is life. Business leaders who genuinely lead with their hearts – not just their heads –

are better equipped to connect with the California School Business / casbo.org

11

12 California School Business / Summer 2016

in focus

Rob McEntire Entertainment exec turned cbo appreciates opportunity to serve kids

By Lisa Kopochinski

Photography by Hope Harris

Rob McEntire has led an enviable life. He’s traveled the world, worked in the entertainment industry, and met many musicians and celebrities that he admires.

“I worked for a company that operated entertainment venues like concert halls, special event spaces and night clubs in Los Angeles, New York, Boston and Singapore,” he explains.

“I watched legends perform 10 feet from me regularly, and it wasn’t uncommon to spend the evening with the occasional film or television celebrity.”

McEntire, chief business and financial officer for the Glendale Unified School District, says the impetus for his move from entertainment to education was having children.

“When my first daughter was born, I decided I wanted to be a ‘guide by example’ parent, not the ‘do as I say, not as I do’ parent,” he says.

“In private industry, I typically worked 80-plushour weeks and traveled a lot. I now feel a true sense of pride in the work that I do. At the end of the day, I wanted to have a greater impact

on our future and be a part of making the world a little better for my girls.”

McEntire’s interest in travel and learning about different cultures led him to pursue an MBA in global business management from the Thunderbird School of Global Management.

“This program gave me useful tools to work in a multi-cultural environment,” he explains.

“Working for a school district in California requires many of the same skills I learned in my MBA program.”

While CBOs are responsible for a multitude of functions – the district’s budget, payroll, purchasing, risk management, construction, transportation and much more – McEntire says this is really just the starting point for what is expected.

“There are additional expectations that CBOs will quickly develop relationships across the state in various technical areas and disciplines and have the communication skills necessary to advocate for school organizations at the

federal, state and local levels. The most important thing to remember: It should always be about the students first.”

He also stresses that he would not be able to do his job efficiently without his tremendous team, whom he calls the smartest people he has ever met.

“Each day, I feel like I have to be my best self, just to keep up with the amazing people I am surrounded by.”

A CASBO member since September 2012, McEntire loves the social networking aspect of the association and the resources it provides to help solve real-world problems. He also appreciates the CBO Certification he earned through CASBO. “I feel welcome to contribute and that my voice matters. CASBO has become the unifying force for my career.”

California School Business / casbo.org

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14 California School Business / Summer 2016

in focus

Janet Kendrick Dedicated casbo member finds joy in service

By Lisa Kopochinski

Photography by Hope Harris

Janet Kendrick takes her role as a CASBO associate member seriously. In fact, she’s been actively involved in the association on many levels for a dozen years.

A school benefit specialist with American Fidelity Educational Services, Kendrick – who has lived in the Fresno area most of her life – joined CASBO in 2004, attended her first conference in 2005 and hasn’t looked back since.

“I’ve had the pleasure of serving on the Central Section board as assistant associate member liaison starting in 2005 and in 2008 became associate member liaison, while continuing to serve on the board through May 2010,” she recalls.

“I was on the Central Section golf tournament committee starting in 2006, which raised funds for CASBO scholarships, and continued serving on that committee through 2014. I was also fortunate to have been named the Central Section Associate Member of the Year in 2009.”

Throughout this time, Kendrick also participated in and sponsored, on behalf of American Fidelity, Central Section events such as jobalikes, the annual fall conference and winter luncheon, and the annual golf tournament to raise scholarship funds. Additionally, for the past six years, she has attended and helped sponsor the Northern and Sacramento Sections’ professional development events on behalf of American Fidelity.

And if that that weren’t enough, in 2014 Kendrick was selected as the Shasta Cascade Section’s associate member liaison where she will serve until May 2017. “It’s been an absolute joy serving with and getting to know these dynamic and passionate section leaders,” she says.

Prior to joining American Fidelity, Kendrick worked in the banking industry for 17 years.

During that time, she participated in many community activities, including helping to beautify Fresno’s school sites.

“Who knew I would leave the banking industry in 2000 to pursue a career in the insurance industry providing benefit solutions to the education community?” she says.

In her roles with American Fidelity – first as an account manager, then as a regional manager, and now as a school benefit specialist – Kendrick has enjoyed meeting with school business officials to uncover their needs and provide expense management solutions. “My job is to assist schools in providing employee benefit packages tailored to those who shape the minds of future generations, while keeping employer costs down. Taking at least one thing off their plate that allows them to focus on student and staff success is so rewarding.”

In her limited spare time, Kendrick, her husband and two sons love boating and skiing on Millerton Lake. “In fact, I love it so much that my Central Section CASBO friends have nicknamed me ‘Jet-Ski Janet’,” she laughs.

California School Business / casbo.org

15

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feature

EAT, SLEEP, MOVE, REPEAT! The recipe for good business comes down to sleep, nutrition, exercise

By Jennifer Fink Experts tell us that professional and personal health and success depend on three things: sleep, nutrition and exercise. Easy peasy, right? Not so much in the real world.

Jayne Christakos, chief business

official for San Bernardino City High

School District and a casbo member,

gets up at 4:45 a.m. a couple of days a week to squeeze in time for a workout.

She’s at the office by 7:30 or 8 a.m., and

her days – probably like yours – are full

always happen. “When I’m tired or just in a hurry, exercise is the thing that I scratch off the list,” Christakos says. So she’s cre-

ated systems to make sure she gets the

activity she needs. “Once a week, I meet with a personal trainer to do a weight workout. I found that if I’m paying someone, I go.” She also combines family

time and exercise time on the weekends,

hiking and biking with her husband and children.

Similarly, she spends some time on

of meetings, crises and opportunities. It’s

the weekends creating healthy meals.

because when you work in education,

buying fresh produce and cooking,”

hard for her to describe a “typical” day,

there are no typical days. Sometimes she’s home by 6 p.m.; others, she’s at board meetings or district events until 10:30 or 11 at night.

She tries to fit in a healthy dinner

and some evening activity, but it doesn’t

“I enjoy going to the farmer’s market,

Christakos says, “so when I’m home on

the weekend, I prepare meals that get me through half the week.”

It’s easy to neglect personal care;

after all, who has time for eight hours

of sleep when there’s important work California School Business / casbo.org

19

EAT, SLEEP, MOVE, REPEAT!

to be done? But Christakos knows that prioritizing rest, nutrition and exercise helps her do her best work.

“It’s very important for me to main-

tain my health in order to be the best that

I can be for the school district,” she says.

“Our motto is Making Hope Happen,

and if we’re going to provide wonderful

opportunities for our kids, we have to be open to all sorts of innovative ideas.”

Effect on productivity Christakos’ instincts are spot on.

According to Kira Newman, web producer at The Greater Good Science

Center at the University of California, Berkeley, research and anecdotal

experience back up the idea that getting enough rest, activity and nutrition helps

sleep per night, a full hour less per night

try to force ourselves to go to sleep at an

course, prioritizing those three things

percent of adults surveyed said they get

busy, busy, busy – and now it’s 11 p.m.

people be more creative and efficient. Of in a culture that still considers time in the office a mark of commitment is not

easy. Yet doing so actually increases productivity.

“Logging in hours for the sake of

than their ancestors slept in 1942. Forty

less than seven hours of sleep per night,

despite the fact that the National Sleep Foundation recommends seven to eight hours of sleep for adults ages 26 to 64.

Sleeping a bit less than the recom-

hours doesn’t mean you’re productive,”

mended amount might seem like no big

Orange Coast Memorial Medical Center

problems, including poor cognitive per-

says Kristine Arthur, m.d., an internist at

in Fountain Valley. “People are typically more productive in the hours they’re at

work when they’re feeling better and more mentally sharp because they were

able to exercise and get enough sleep.

Employers are even seeing a cost benefit

because employees make better decisions and are in a better mood.”

Here’s how – and why – you should

prioritize sleep, nutrition and exercise.

Stats on shut-eye According to a 2 0 1 3 Gallup poll,

American adults average 6.8 hours of

20 California School Business / Summer 2016

arbitrary time,” Arthur says. “It’s busy, and I need to sleep right now. If I can’t fall

asleep by 11:15, I’m stressed out. Then

I lay there until midnight, and now I’m really stressed out and need medication to sleep.”

As unhelpful as it seems, the only

deal, but lack of sleep causes some big

real answer is to prioritize sleep. “I see

formance, depressed mood, weight gain,

watching tv or on the computer, chewing

decreased immunity and an increased risk of diabetes and heart disease. Lack of sleep is so commonplace – and so danger-

ous – that the Centers for Disease Control and Prevention have deemed it a public health problem.

people who sit in their brightly lit houses a melatonin tablet to help them sleep,”

Arthur says. “That’s sort of defeating the purpose. You really need to live a lifestyle

where you dim your lights and at least mimic a more natural rhythm.”

Nina Boyd, president-elect of casbo

Today’s 24/7 culture isn’t helping

and assistant superintendent of alterna-

light (and electronic devices), people

County Department of Education, has

matters. Before the advent of electric gradually wound down their activity

as darkness fell. Now we stay up late, working, and tuck into bed with laptops and smartphones. “We’re on this artificial

rhythm where we stay up late and then

tive education (access) for the Orange

found that reading before bed helps her settle down and make the transition to

sleep. “You can’t multitask when you’re

engaged in a book,” Boyd says. “It takes you away.”

Christakos also has learned the

value of building in some time to unwind before bed. “There are always so many

over-tired child bouncing off the walls at

Lucas’ Skywalker Ranch. So despite her

“If you can’t get to sleep at midnight,

and skills she developed in her previous

bedtime? Same concept.)

things going on, but I try to disconnect

try 11 p.m. If you wake up at 5 a.m., that’s

check emails,” she says. “I try to let my

cycle for our bodies, to go to bed a little

for at least an hour and not watch tv or

mind settle so I can sleep, because there’s

ok,” Arthur says. “That’s actually a better

busy days, she draws on the knowledge

career to prepare delicious, healthy meals.

Most American adults aren’t doing

earlier and wake up a little earlier.”

nearly as well. Increasingly, people rely

being able to sleep.”

sleep will come in improved thinking and

Add to that confusion about which foods

sleep over almost everything else. “Bio-

that sleep may affect our self-regulation

nothing worse than lying in bed and not

Arthur recommends prioritizing

logically, we’re required to sleep. It is

an absolute necessity. You can, unfor-

tunately, spend years and years eating junk food and survive. You can go your whole life without exercising. It doesn’t

mean you’ll be healthy, but you can do it,” she says. “You can’t live without sleep.”

If you’re one of the many Americans

The payoff for investing in your

performance. “There’s some evidence abilities,” Newman says, “and self-

regulation is involved in every moment

of every day, from making sure you don’t

easily at an earlier time. (Ever see an

topic of good nutrition altogether.

That’s a mistake, though. Poor

ease and cancer. Experts are learning that

problems, including obesity, heart dis-

it’s nearly impossible to overstate the

benefits of a healthy diet and downright

Feeding your health

Martinez Unified School District and a

sleep at midnight may actually fall asleep

why some busy professionals avoid the

want to do.”

digging in and doing the task you don’t

time, Arthur recommends bumping

intuitive, but a person who struggles to

No, eggs are good!” – and it’s easy to see

nutrition is linked with a host of health

Good nutrition comes easily to Diane

up your bedtime. It sounds counter-

are or are not good for us – “Eggs are bad!

get angry at your co-worker to really

who has a hard time falling asleep once you’re in bed, even after a wind-down

on restaurants and convenience foods.

Deshler, chief business official of casbo member. Of course, Deshler ’s background is unique: she’s a former

chef who’s worked with Julia Child and

spent four years as head chef at George

impossible to undo the effects of a poor

diet at the gym. “You can’t eat whatever

you want and just exercise,” Arthur says.

“Some people can get away with that and

still maintain their weight, but a lot can’t.

And even people who look to be in shape,

if they’re eating poorly, may still have bad cholesterol or blood sugar numbers.”

Sleeping a bit less than the recommended amount might seem like no big deal, but lack of sleep causes some big problems, including poor cognitive performance, depressed mood, weight gain, decreased immunity and an increased risk of diabetes and heart disease.

California School Business / casbo.org

21

EAT, SLEEP, MOVE, REPEAT!

The good news is you don’t need to break a sweat or join a gym to gain the benefits of exercise.

In contrast, a healthy diet “can help

us focus better, have more energy and improve our mood,” Newman says.

meals pretty easily,” she says.

Arthur often asks her patients to

Like most school business officials,

keep a food diary. The simple act of

preps ingredients ahead, when she has

you more conscious of your choices and

Deshler’s days are jam-packed. So she time. “I’ll grill chicken breasts when

the weather is nice, but I’ll make six or

eight at once. Then I have them to make burritos, to make chicken and cheese

quesadillas. I keep a pantry full of fresh

22 California School Business / Summer 2016

and dry staples so I can whip up a lot of

writing down what you eat can make lead to better ones. It also provides a

helpful record for your physician. “If a

patient tells me, ‘Hey, I eat really well,’ and their food journal reflects that but

they still have health problems, we may

need to try medication or another treatment to help with high cholesterol,” Arthur says.

Expert tips for exercise It was a gift that clued Boyd into exactly how sedentary she’d become. Her children gave her an Apple Watch

for Christmas. “I thought that I was much more active because I’m moving

constantly during the day, but when you

really stop and look at your steps, it’s an eye opener,” Boyd says.

Health experts recommend 3 0

minutes of cardiovascular exercise most days of the week, and that’s a

recommendation most professionals are

hard-pressed to meet. Unfortunately, working out hard one or two days a

week isn’t as good as regular activity.

brains,” Newman says. “It helps balance

and working out for two hours would

exercise can influence how fast we learn

“It’s easy to think that going to the gym counteract sitting all day, but we’re

not really seeing that,” Arthur says. “It

looks like exercise on a regular basis

our hormones, and there’s evidence that and are able to form new connections in our brains.”

Changing your habits to prioritize

is better than doing a couple hours a

sleep, nutrition and exercise isn’t easy,

The good news is you don’t need to

mindset,” Arthur advises. “You need

couple times a week.”

break a sweat or join a gym to gain the benefits of exercise. “If you have to be in the office all day, go out and spend 10 or

15 minutes walking around the building at lunch,” Arthur says.

Changing your habits to prioritize sleep, nutrition and exercise isn’t easy, but it’s well worth the effort.

but it’s well worth the effort. “Shift your these things to become more productive, and that’s going to help business.” z z z Jennifer Fink is a freelance writer based in Mayville, Wisconsin.

Or do what San Bernardino’s execu-

tive cabinet sometimes does: incorporate

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California School Business / casbo.org

23

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5/26/16 6:02 PM

interview

Andrew Shatté

Expert on resilience shares the secrets to this valuable trait

By Julie Phillips Randles

Andrew Shatté, ph.d., is used to solving conundrums, but even he admits that one in particular stumped him at the outset.

Despite research and anecdotes pointing to roughly 10 factors that account

for why people are satisfied and happy with their jobs, he still found cases of people who lacked autonomy, authority, decent pay, reliable budgets and so forth, yet who were very engaged and fulfilled.

Researching the answer as to why some thrived despite their circum-

stances (hint: the secret is resilience) led to his own job satisfaction as a fellow

with the Brookings Institution where he trains high-level executives from the Department of Defense, Homeland Security, the irs, nasa, the cia and

all branches of the military. He is on the faculty at One Day University and

chief science officer at meQuilibrium, an online stress management company.

While he was an adjunct assistant professor of psychology at the University

of Pennsylvania in 2003, students there voted him best professor. Today he is a research professor in the medical school at University of Arizona.

So it’s no wonder that he is the founder and president of Mindflex, llc,

a training company that specializes in measuring and training for … resil-

ience, which he defines as the ability to reframe challenges and minimize the

negative effects of stress. Shatté’s own studies indicate this trait is the single

greatest predictor of who will succeed and who will not, who will be happy and who will not in their professional and personal lives.

Photography by meQuilibrium

Shatté has delivered more than 1,000 keynote speeches and written two

books on resilience – what it is, how it affects situations, how to build it. But even this magic bullet has secrets, as he is learning.

casbo sat down with Shatté to discuss his findings on resilience, positive

psychology and everything in between.

California School Business / casbo.org

27

Andrew Shatté

What is the best advice you’ve ever received and who gave it to you?

is, and we found seven ingredients. Three

I would say the best piece of advice

important:

came from my father, who said, “Don’t

be afraid to start something; and when you start it, make sure you finish it.” He was getting at two things here. As John

Lennon said, “Life is what happens to you while you’re busy making other plans.” So just jump in. If you begin

thinking about all the options, you’ll never begin anything. But once you start,

get it done. Chalk up that milestone and move on to something else.

of those rise to the surface as the most

who will be happy both professionally and personally. How can people improve their resilience quotient?

• Staying calm and focused under

The first thing you want to tackle is

• Problem-solving or the ability to

period of time in human history wiring

pressure

channel your resources when you get hit by a problem

• Positivity – remaining realistically optimistic and keeping a balance of good events against the bad

The third point relates to the tradi-

tional model of therapy where we would diagnose people with depression and

work to get them down from 30 symp-

emotion regulation. We’ve spent a long our brains to scan for bad stuff. Our

ancestors who scanned for threats were the ones who survived. The problem is

that we’re not even-handed emotionally any more. So people should ask what

emotion gets in the way of their goals

most – anger, anxiety, frustration, sadness, guilt, shame, embarrassment.

The vast majority of people are able

If you were not a research professor, what career would you have?

toms to fewer symptoms and we’d call

to identify one of those seven that gets

The reality is that while I am an adjunct

the world. So we were bringing them

those emotions every day. For me, it’s

professor at the University of Arizona, most of what I do is consulting and training in resilience with Fortune 500

companies, the military and the federal government. I co-founded a company

that a success and send them back into from -30 to, say, -3. We know now that

everybody wants to live their lives well into the positives. Resilient people know how.

in the way most. Each of us experiences anger, so I scan with my radar for viola-

tions of my rights and I’m going to find something that’s not there. It’s like the

Mark Twain quote, “I’ve suffered a great

many catastrophes in my life. Most of

called meQuilibrium that leverages

science and technology to help people

What effect does resiliency have on mental health?

them never happened.”

manage stress. I wouldn’t want to be doing anything else!

I think that if my work has any importance

at all, it stems from the fact that we didn’t

ence that emotion because their radar has

sit around and make ourselves content

you experience that gets in the way most

Nine times out of 10, people experi-

blipped needlessly. Watch what emotion

What are the top three traits of resilient people?

with what the definition of resilience was.

We’ve researched this and before we

gredients of resilience, if you boost those

1993, we considered ourselves to be in

going to get a boost on everything else.

ity. At the end of every day, come up with

on the application of resilience.

and share it with your spouse, signifi-

entered the field of resilience in about

the business of depression prevention.

We began to realize as we worked with kids who were at risk for depression,

When you take a look at the seven in-

things, and thus boost resilience, you’re

It’s a continuous pushing of the envelope When we started studying kids and

and with populations who were less at

then college students and then people in

build resilience. The kids we worked with

to both mental health and physical well-

risk, that we were actually helping them used resilience to fight depression and that made us stop and ask, “Well, what

is resilience? Is it bouncing back from a trauma? Overcoming obstacles?”

We decided those definitions are

what resilience does, not what it is. So we

began our first study into what resilience

28 California School Business / Summer 2016

the workplace, we found that this applies

being. Emotional health, satisfaction in your life, your overall health – all of this sits on the bedrock of resilience.

Your research has determined that resilience is the single greatest predictor of who will succeed and

and get it down on paper. Most people

realize their thoughts are wrong and inaccurate.

The second thing is to boost positiv-

one good thing that happened that day cant other or children. For instance, my

daughter tends to go down the dark path,

but every day she has to tell me one good

thing that happened. It’s not the retelling that makes her more resilient, it’s in the

scanning, and scanning creates a more even-handed balance.

What is your advice for remaining resilient in an organization that has a pessimistic or critical culture?

I would rephrase the question a little.

nect ourselves to meaning, mission and

the culture is pessimistic. I’ve found

purpose, we’ll find that, in spite of all of

naysayers or doomsayers and getting them to buy in?

the limitations that can affect someone,

what sustains us is the belief that what

My take on resilience training is a no-

we do has a meaning.

nonsense, skill-based approach because

I’m that kind of guy. I spent a lot of time

I have not gone into a business where pessimistic people. Nor would I describe

a culture as negative or critical. I always say let’s separate out the organizational

That can get lost in the noise of orga-

structure, the organizational pressures,

nizational pressures, but you want to try

I encourage people to say, “I have limited

the end of each day or week, ask “With

from what we bring to bear. For instance, resources, so I want to be realistic in my goals for today,” and then ask, “What

can I do within the constraints of this organization that will get the needle to

move and that will impact real kids?”

This alleviates the frustration.

If we focus more on what we do

have and what we can do with that than on what we don’t have, the frustration

tends to subside. If we constantly con-

to stay constantly in touch with that. At

the limited resources and organizational

restrictions I have, what was I able to accomplish and what did I do that made

things better for my organization, my community or even my nation?” That will sustain people through even the worst organizational restrictions or limitations.

What is your advice for effectively sharing resilience practices with

as a therapist and as a teacher and I began

to get this intuitive sense of instructional

design. If I know that emotion regulation

is key to resilience, how do I get those skills across? We’ve found that if we

can get someone to listen to our ideas for a day, we can teach them resilience

skills due to the concrete nature of the information we provide around

emotion regulation or problem-solving, for example.

What’s interesting is that we’ve

found a lot of our heaviest adopters are in hard-core industries – engineers,

California School Business / casbo.org

29

Andrew Shatté

software experts, people in the financial

You wrote an article that discussed why women now are more stressed at work than men. Tell us why that is and what that means in the workplace.

ners; a good dad and husband is a good

can be taught.

I think it’s because women are under

so I think society places a lot more goal

11-year-old children who were at risk

Gilligan wrote a book called “In a Different

industry – because we have a sciencedriven, skills-based approach to this concept of resiliency. I know resilience

In fact, 24 years ago we took 8- to

for depression but had yet to grow into

that destiny. We gave them 90 minutes of

training for eight weeks, and two years

later, their thinking style about resilience remained.

Resilience is not born, it’s made. We

pressure in a way that men are not. Carol

There’s just a great sense of conflict

more difficult for women from the get-go.

pressure on boys to achieve, while girls are taught to be relational.

We’re in an illuminated era where we

a daughter in a world that continually

cause – thinking and thinking style.

conflict on women than it does on men.

found there was an enormous amount of

raise our boys and girls differently. She

that. There’s no doubt in my mind that re-

around forever because we get at the root

don’t think she’d be cut the same slack,

going on that’s socially induced and en-

want girls to have as many opportunities

silience can be taught in a way that sticks

say if my wife had my travel schedule. I

Voice” where she documented how we

all have natural, in-born resilience, but we get taught styles of thinking that erode

provider. I wonder what people would

as we give our boys, yet I’m trying to raise shows us they are not equal. We are training girls to be social. In jobs, a man’s pathway is clear. We are born to be bread win-

coded in our belief systems that makes it Work-life conflict is the biggest compo-

nent of our stress. Our society puts more

conflictual pressures on women than men. If you look at the way we cultivate belief systems by gender, women have a tougher time of it. z z z

Julie Phillips Randles is a freelance writer based in Roseville, California.

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32 California School Business / Summer 2016

cover story

SUPPLY & DEMAND Factors, findings behind California’s teacher shortage

By Linda A. Estep

AT

a time when California schools finally have additional k-12

teachers were unavailable has nearly

growing. Demand for teachers, both new and re-entering, far

acute shortages are for teachers in math,

funding to hire and train more teachers, another challenge is

outstrips the current supply, and the reservoir shows signs of serious drainage.

The report, “Addressing California’s Emerging Teacher Short-

age: An Analysis of Sources and Solutions,” released in January

by the Learning Policy Institute (lpi), indicates that the supply of new teachers is at a 12-year low, and enrollment in educator preparation programs has dropped more than 70 percent in 10

doubled, according to lpi. The most

science and special education; but pro-

jected shortages for the current school year include English/drama/humani-

ties, computer education, physical edu-

cation/health/dance and history/social science.

Increased student enrollment in Cali-

years. lpi is a national nonprofit, nonpartisan organization with

fornia is not driving the overall shortage,

This one-two punch of fewer available teachers for hire and a

spurts. With 34 percent of teachers today

offices in Palo Alto and Washington d.c.

precipitous drop in students choosing teaching as a career explains in part why two months into the 2015-16 school year, EdJoin still had almost 4,000 open teaching positions posted, double the number from 2013 for the same time period.

In the last two years, the number of teachers hired on sub-

standard permits and credentials in areas where fully prepared

although some counties report growth

age 50 years and older, and another 10 percent at 60 years and older, retirement

is indeed a factor; however, two-thirds of those leaving the profession are younger than retirement age, with beginning teachers leading the pack.

California School Business / casbo.org

33

“Under-prepared people under the best of circumstances are not set up to succeed.”

SUPPLY & DEMAND

That trend is not confined to California. Nationally, newcom-

ers leave the profession within the first five years of teaching at rates of up to 30 percent.

Cause and effect While recruitment strategies are necessary and often creative,

retaining those recruits is equally, if not more, important given the number of those exiting.

Why are so many leaving? And why has the number of stu-

dents aspiring to teach dropped so dramatically? The reasons are varied, complex – and fixable.

The four contributing factors to the shortage identified in the

lpi report and supported by teacher surveys are: • Compensation • Preparation

• Mentoring and support • Teaching conditions

Compensation Salary disparities for similarly trained and experienced teachers in

California can cause teachers to move from one district to another, creating shortages in districts that pay less. This is especially true

in high-demand fields such as math and science. Opportunities

Ratcliff, associate professor of economics

at the University of San Diego. “Underprepared people under the best of

circumstances are not set up to succeed.”

Teacher residency programs are one

way to enhance training while offering

valuable mentor support. Districts partner with local universities to provide ap-

prenticeships under experienced mentor teachers during the student’s coursework and after they become teachers, so the

teamwork serves as both a recruitment and retainer tool while filling gaps in

high-need schools and subject areas.

Residents receive a scholarship and living stipend while in the program. The trade-

off is a commitment to teach for three to five years in the district.

Teachers who are trained in these

programs, which are based on medical

residency models, are reported to have higher retention rates than those trained

under traditional preparation programs, according to EdSource.

There are at least 10 teacher resi-

outside of teaching in those fields can be alluring as well, with

dency programs in California, spanning

authors, teachers earn 15 to 30 percent less than those with college

Luis Obispo, Bakersfield, Fresno, Chico

substantially higher paychecks. And according to the report’s degrees who enter other fields, even after adjusting for a shorter work year in teaching.

The lpi reports that reducing the debt incurred by aspiring

teachers in order to make teaching more attractive and affordable is

the length of the state: Los Angeles, San and San Francisco, among others.

Mentoring and support

one indirect way of addressing the pressure for higher compensa-

The frustration of many teachers starting

in return for the promise to serve a specific number of years as an

to the wolves,” according to economist

tion. It suggests forgivable loan programs and service scholarships

approach that has worked in other states, most notably a 25-yearold North Carolina program.

Teacher preparation Under-prepared teachers – those with emergency or substandard credentials (issued when fully trained teachers are not available) – are prone to quitting to pursue other avenues. “We are increasingly

relying on people who don’t have full training,” explains Ryan

34 California School Business / Summer 2016

out stems from a sense of “being thrown Ratcliff. “New teachers cite a need for

support. There is a huge learning curve in the beginning.”

The keys to success, according to the

lpi report, are having a mentor teacher in

the same subject area, common planning with that teacher and regularly sched-

uled collaboration with other teachers.

New teacher success is enhanced when

“New teachers cite a need for support.

There is a huge learning curve in the beginning.”

mentor teachers are released from some of their own classroom du-

their parents that teaching offers a stable

teaching techniques to solve the problems they observe.

nessed or felt the sting of unemployment

ties to observe the newcomers in action and demonstrate effective Early career mentoring, collaborative time with other teach-

ers and administrative support rank high among teachers who

and fulfilling career path if they have witdue to the infamous pink slip.

“Some teachers become frustrated

are apt to remain in their jobs. Teacher surveys show that support,

with student behaviors and the tighter

part in a teacher’s decision to stay in the profession or move to

sions,” says Napa County Office of Edu-

instructional resources and input into decision-making play a large another school site.

A poll conducted by the Public Agenda Foundation found that

almost 80 percent of teachers would choose to teach at a school that offered administrative support versus 20 percent who preferred to teach where salaries were significantly higher.

Ratcliff’s research supports that notion, stressing, “It’s not just

a matter of throwing more money at the problem. Some districts that have an acute shortage are experimenting with paying bonus-

restrictions on suspensions and expulcation Superintendent Barbara Nemko.

“Also, many schools still lack the technology teachers and students need today.

Here we have a program called Napa Learns, funded by local vintners. It works

to improve our infrastructure in schools.

God bless our vintners.”

Although Napa County recruits

es, but it doesn’t attract that much interest, and teachers still leave.

teachers from Mexico and Spain to serve

that support, you don’t care if you are making $20,000 more.”

Nemko says her five districts are not in

Support at the administrative level is key. If you don’t feel you have

Teaching conditions High-poverty schools see twice as many teachers leave due to

dissatisfaction than those in low-poverty schools, according to

a largely Hispanic student population, a critical shortage overall. However, she

still recognizes that teaching conditions are factors that could affect teacher supply anywhere in the state.

She is quick to stress the importance

the lpi report. Poor working conditions in high-poverty schools,

of programs like Napa Learns and the

fewer teaching supplies, contribute to the high rate of attrition.

ment (btsa) program to combat the

where facilities are not as attractive, are in need of repair or have

Sometimes bonuses are offered to entice teachers to these schools, but studies show teachers are primarily drawn to instructional

leaders they admire and to schools where facilities and supplies are favorable to teach effectively.

Another factor affecting reluctance to choose teaching or re-

enter the profession after leaving is the stressful memory of pink slips, those state-mandated notices of possible layoffs that are de-

livered by March 15 every year. It is hard to convince students and

Beginning Teacher Support and Assessproblem. btsa, which has among its

goals increasing new teacher satisfaction,

retaining capable teachers and providing structured and flexible support for firstand second-year teachers, among others, is going strong in her county but has

faltered in other California districts due to budget cuts in harder times.

California School Business / casbo.org

35

SUPPLY & DEMAND

“It’s expensive to recruit in terms of money, time and training.”

Broad view Suzanne Speck, a vice president at School Services of California, Inc., a casbo Strategic Alliance Partner, consults with districts

statewide in a number of areas and notes a range of approaches

to stem the teacher shortage. “It’s all over the board, with some districts aggressively addressing recruitment out of state,

at the top showing $1.6 million. Median

home prices in Sunnyvale and Danville

also topped a million dollars with San Jose, Fremont and San Ramon not far behind.

Rents are predictably high as well,

conducting substitute recruitment fairs and offering bonuses.

with studio apartments running more

plays a big part. It’s expensive to recruit in terms of money, time

meet in the high-end markets, some

Others seem crippled by it, particularly in rural areas. Geography and training.”

A former teacher and principal herself, Speck acknowledged

the pressure teachers feel today. “Teaching is increasingly difficult.

Expectations are high for them to get good results. Also, we live in

than $2,000 per month. To make ends teachers find themselves living with

roommates, commuting long distances or working a second job.

Some high-rent districts have ex-

a state where teachers are earning high salaries, but (some) cannot

plored the notion of building or subsidiz-

Speck also pointed to working conditions such as large classes

not seen as a viable solution statewide.

afford to live in the communities where they teach.”

and a lack of facilities and supplies as being a deterrent to choosing a teaching career.

Spiraling housing costs

ing housing for teachers, but so far that is Speck dismisses the idea in most cases,

pointing out, “A lot of districts can’t even

afford to build new schools, much less housing for teachers.”

The lpi report concludes, “No single

Housing costs in certain communities, most notably in the Bay

policy can solve California’s emerging

districts offering pay raises over a specified period of time, rising

comprehensive set of strategies at the

Area, present challenges for their school districts. Even with

housing costs far outpace the cost of living in those cities. A recent article published by the Mercury News in San Jose listed a

sampling of 2015 median home prices in the area, with Cupertino

36 California School Business / Summer 2016

teaching shortage. What is needed is a

local and state levels that are focused on

increasing the number of well-prepared

entrants to the field of teaching, directing

“No single policy can solve California’s emerging teaching shortage.“ them to the fields and locations where they are needed and plug-

development programs. “It is not uncom-

both district budgets and student achievement. Without policy

years,” he says.

ging the leaky bucket of teacher attrition, which has high costs for interventions, it is likely that even if more new candidates – heart-

mon for teachers to be here more than 30 “We are blessed to have people who

ened by reports of greater hiring – consider teaching, they will fail

want to come here,” he admits, pointing

high-poverty communities where they are more sorely needed.”

the district’s history of seeking teacher

to choose the fields in which there are shortages or to go to the

Long Beach success In southern California, Long Beach Unified School District

Superintendent Christopher Steinhauser is straight-forward

about his community’s housing costs: It is expensive. In most cases, he says, maintaining a household in Long Beach requires two salaries.

Still, Long Beach Unified has a remarkable record of 93 percent

retention, something Steinhauser attributes to strong professional

to a well-developed btsa program and

input in decisions directly related to their instructional materials, such as textbook

selection. “We have many who don’t

want to leave the classroom because of the support they receive,” he says.

“That’s true on the administrative side of the house, too.”

As for growing the teacher supply

locally, Steinhauser gets a jump-start by meeting monthly with the dean of educa-

California School Business / casbo.org

37

SUPPLY & DEMAND

tion at California State University, Long Beach, to discuss how to prepare young people for teaching careers, using Long Beach Unified school sites for student teaching. Research shows that teachers prefer to teach in their home towns.

Steinhauser himself grew up in Long Beach attending schools

in his district, started as a teacher there, and progressed through the ranks of principal and deputy superintendent before being appointed superintendent in 2002.

The district is a partner in the Long Beach College Promise, a

seamless education program in collaboration with the City of Long

education. Every time a teacher leaves,

students from sixth grade forward to seek higher education by

approximately $18,000.

Beach, csu Long Beach and Long Beach City College to encourage providing incentives such as a free first semester at the community

the replacement cost is estimated to be Studies indicate that money spent

college and continued guidance for college pathways and careers.

on teacher support and mentoring could

and retaining teachers mirrors what the lpi researchers found

that Californians overwhelmingly sup-

Long Beach Unified’s established prescription for attracting

many teachers saying would keep them in their jobs or be reason enough to return.

And even when a teacher leaves Long Beach Unified, Stein-

hauser sees it as something positive.

“We spend millions a year on professional development,” he

says. “I don’t base my budget on how many come and go. It is

public money for the public good. Whatever skills a teacher picked

significantly reduce attrition rates and

port rigorous teacher training programs as well as competitive salaries compa-

rable to those offered other new college graduates. z z z

Linda A. Estep is a freelance writer based in Fresno, California.

up here in Long Beach through professional development will be passed on to the next kids.”

Fixing the problem Refilling the reservoir of fully prepared teachers calls for more

than turning on the money spigot. The flow must be directed where there is drought in terms of support, security and a working environment that attracts highly skilled, dedicated teachers.

Some experts urge the reincarnation of previously successful

programs such as CalTeach, the Governor’s Teaching Fellowship and the Assumption Program of Loans for Education. Locally,

districts can shore up weakened btsa programs with new funding

provided by the legislature. Research indicates teachers not only want more support, they would welcome meaningful decisionmaking opportunities.

The bottom line The exodus of existing teachers and the tepid interest of teaching as a career choice has implications on the business side of

38 California School Business / Summer 2016

Weigh in on Facebook at www.facebook.com/ CASBO.ORG and share your district’s strategies for addressing the teacher shortage.

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42 California School Business / Summer 2016

feature

Reforming California’s schools Leaders share their wish lists

By Sue Poremba How can we make education better?

It’s the $200 billion question that politicians and school

administrators, educators and parents all over the country are struggling to answer, especially in light of the educational require-

ments and recommendations currently in place. As Jeff Bryant wrote in Campaign for America’s Future, “In virtually every state, there’s a massive resistance to standardized testing that now dominates education practices. And rollouts of new Common

Core standards continue to spark strong anger from teachers and parents of all political persuasions.”

California is not taking the path of other states, but rather ap-

pears to be taking steps toward real education reform, including bumping up funding.

And as California takes this reform path, school leaders have

some very clear ideas about what they’d like to see instituted in their districts. There is some overlap in their ideas, such as improv-

ing professional development opportunities, returning to smaller class sizes and providing universal pre-kindergarten opportuni-

ties, but everything these administrators have put on their wish

California School Business / casbo.org

43

Reforming California’s schools

lists is an area they’ve personally seen that needs to be addressed.

The goal for any initiative is wheth-

er or not it closes the achievement gap.

Cohn believes that putting his wish list items into action is necessary to meet

Carl Cohn, Executive Director California Collaborative for Educational Excellence, and a former district superintendent School districts and individual schools

are often isolated and, in Carl Cohn’s opinion, don’t do enough to share best practices. He says that too often,

federal level. “I fail to see how someone

30 passed, and there’s a new initiative that’s going to extend it for another 12

years. There are going to be additional

resources for the public schools,” he says.

Stanley Mantooth doesn’t hesitate for a

and districts to network and share ideas

at the top of his wish list. “Universal

Cohn also would like to see more

attention paid to increasing the number of school counselors and improving their

moment when asked what issue ranks

preschool is the best investment we can

make for our kids and for our society,” he says.

However, Mantooth envisions some-

availability to students. According to

thing far beyond the standard preschool

has one counselor at the building only

lieves that universal preschool should

him, an average school of 800 students three days a week. “We’ve been underresourced since Proposition 13 passed,” he says, and it comes at a time when

having good school counselors are most

needed, not just for disadvantaged kids but to help all students navigate tough

support, not only in California but on a can argue against it to say that we can’t afford it, but what can we afford on the back end?” he ponders.

Knowing that universal preschool

is a pie-in-the-sky wish, Mantooth does have another item that he thinks has a chance. “Right now we’re engaged in a

like the type of thing that needs fixing,”

would be No. 1 on my wish list.”

It’s a dream that Mantooth recog-

hopeful. “The governor got Proposition

problems. “Why schools in the same

he says. “So making it easier for schools

as they get older.

nizes would take a lot of money and

do so will be the challenge. Still, Cohn is

Stanley Mantooth, Superintendent Ventura County Office of Education

district can’t learn from each other seems

getting regular meals, they’ll be healthier

that goal, but finding the resources to

individual schools in a single district have

totally different approaches to the same

styles early and ensure that all kids are

for 3- and 4-year-old children. He be-

begin at birth. “There need to be systems

developed to work with parents and kids from ages 0 to 3 because that’s when 80 percent of the brain is developed,” he

paradigm shift in 21st century education

in California known as the Local Control Funding Formula and Local Control Ac-

countability Plan,” he says. The kids that

these initiatives will benefit the most are

those in poverty and English-language learners, and Mantooth would like the

programs to be given enough time to see if they can truly succeed. The problem

is that everyone wants to see results im-

mediately, and that could put the plans

at risk of cancellation. He would like them to have at least a decade to see if it

is working. “When you are in the middle of something, it is hard to see the transformations and changes.”

explains.

Offering preschool from infancy also

choices and college admissions processes.

would serve the emotional and social

to see return is the smaller, 20-to-1 class

lieves trumps academic achievement. “If

Joel Montero, Chief Executive Officer Fiscal Crisis & Management Assistance Team, California School Information Services

have the support, it’s hard to achieve

California is on an upward trajectory in

Also, he adds, when serving children

resources to educate children, and that’s a

One good idea that Cohn would like

size for primary grades that was the norm

in the 1990s. “We’re working to get back to 24-to-1, but as someone who has volunteered in a first-grade classroom and

needs of children, which Mantooth be-

you aren’t well-rounded and you don’t what you were meant to.”

seen the difference from the teacher’s

that young, there can be a greater focus

shrank, I saw tremendous benefits from

too much school, and Mantooth thinks

point of view as class sizes grew and 20-to-1.”

44 California School Business / Summer 2016

on health and nutrition. Sick kids miss that if we begin to promote healthy life-

terms of education policy and providing

good thing in Joel Montero’s opinion. He believes the past was an unstandardized mish-mash of initiatives and changes

that had no connection to each other.

California is not taking the path of other states, but rather appears to be taking steps toward real education reform, including bumping up funding.

Reinstituting any of those old programs

those working in the school. He advo-

enough,” he says, especially when you

That doesn’t mean that California

that helps to close the achievement gap.

into the schedule, which means lost

would be a big mistake.

doesn’t have a lot of room to improve,

and Montero’s wish list focuses primar-

ily on issues that affect educators. First

are the monetary concerns. He’d like to

see a statewide compensation schedule developed that deals with the issues of

collective bargaining, salary and health benefits. His reasoning is that it is a more

equitable solution financially, and also it would help to decrease the amount of time and expense individual districts

cates a need for rewarding innovation

“I think we need to reform the way we do staff evaluations, not just teacher evalua-

tions, and we should provide some kind of incentive for those working to close the

more application-based for those who aren’t college bound.

addressed or fixed any time soon because

spend a lot more time in the classroom.

The second part of Montero’s wish

list would advance opportunities for all

see expansion and improvements made “How can we use technology to better engage students in learning? How can

we use it to make learning relevant and exciting?”

He’d like to see more done in the way

If Ted Alejandre’s vision for California’s

of the money involved.

As schools and students continue

in the overall technology infrastructure.

learning and instruction delivery that is

this affects everything we do.” However, he doesn’t see this as an issue that will be

see more successful students.”

development for all staff and create a

to see more done to improve professional

funding adequacy. “Funding in Califor-

nia is near the bottom of the country, and

and more instructional time, I think you’ll

to adopt technology, Alejandre wants to

Ted Alejandre, Superintendent San Bernardino County Office of Education

He’d also like to see a change in

education days. “If you have longer years

achievement gap.” Additionally, he’d like

spend in the current collective bargaining process.

factor professional development built

schools came to fruition, students would He’d like to see California follow the

example of other countries with longer school years. “The amount of days aren’t

of college and career readiness for stu-

dents, too. There has to be a plan in place for that day after high school graduation

so they are prepared for the next phase in their lives. That means stepping up

efforts to keep kids in school so they do graduate. “We want to give them path-

ways to success, but that piece is missing

because many students don’t feel they have the positive adult connections who California School Business / casbo.org

45

Reforming California’s schools

show them the opportunities available,”

Burke adds, 35 percent of 3- and 4-year-

student. The funds are given to school

Alejandre can boil down California’s

same percentage of students is not read-

literacy, arts, technology or health. The

he says.

school needs into one word: infrastruc-

ture. It’s not just the facilities but things

like reducing class sizes and increasing

fine arts, music, athletics and extracurricular activities to provide a more

well-rounded education. The items on

olds do not attend preschool, and that

ing at grade level by the third grade. “The

return on investment for a program like this is $7 for every $1 spent, so imagine

the savings in social welfare services and remedial education services,” she says.

Burke thinks that all children deserve

Alejandre’s wish list are certainly at-

high quality opportunities. But as her

to funding. “If we could have those

there are towns within five miles of

tainable, he says, but it all comes down resources and that infrastructure, that

would make a huge difference in how

we approach our programs and how successful students are.”

own county has become more diverse, each other with dramatically different

resources and programs. “This is something I have worked hard to raise aware-

ness for and to establish an action plan,” she says. The result: SchoolsRule Marin,

a countywide fundraising platform that

Mary Jane Burke Marin County Superintendent of Schools “My personal wish list is pretty simple:

giving every child a solid educational foundation through quality preschool,” says Mary Jane Burke. “If we can develop

those young minds through quality programs, we can set these kids up for success in their education and career. We know that the achievement gap begins

well before kindergarten, so rather than

focusing on catching these kids up to the others, why not get on the right path for success early on?”

She believes this can be accomplished

only with community support and ac-

tion. For example, officials in Marin are working on an effort called Marin Strong

Start, which is poised for the November

ballot, that would implement a sales tax to fund quality early childhood educa-

tion, targeting students who otherwise would not receive these services due to their socioeconomic situation. In Marin,

46 California School Business / Summer 2016

distributes the funds raised equally per

foundations to spend in the areas of funds have gone to musical instruments and instruction, extended library hours,

literacy software and arts programs, among other areas.

“It’s an amazing way for our county

to come together on behalf of all students,” Burke adds. z z z

Sue Marquette Poremba is a freelance writer based in Central Pennsylvania.

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47

out & about

CASBO’s 2016 Annual Conference & California School Business Expo We got a lot of tools & tips at the Expo … and dozens of scratchers too!

48 California School Business / Summer 2016

out & about

We worked hard for charity ‌ and we played a little too!

We witnessed some serious (and some not-so-serious!) awards and presentations!

Please send in your Out & About photos from CASBO events along with the names of the people in the photos and the event where the photo was taken. Digital photos may be sent to tdavenport@casbo.org.

California School Business / casbo.org

49

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Authors Rich Karlgaard and Michael S. Malone flesh out the team concept via insights and real-life examples from their jobs as journalists, analysts, investors and entrepreneurs. Along the way, they reveal what they call the “new truths” about teams, including their view that the right team size usually is one fewer person than what managers think, good chemistry often makes for the least effective teams, why small teams are more likely to have breakthroughs than solo geniuses and how to leverage teams to become three times more effective.

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professional perspective

Hiring the best of the best

By Molly McGee Hewitt Executive Director

Recruiting, hiring, training and retaining outstanding personnel is a challenge in every industry. For schools, that challenge has reached epic proportions and has become the topic

du jour. While we speak often about the challenges of the current teacher shortage, there’s also a shortage of

trained and prepared administrators and school business professionals at every

level. Hiring the best of the best is a good catch phrase, but how do we make it

a reality? Also, hiring is only a part of

the issue. How do we train and retain

excellent employees and avoid costly and disruptive turnover?

One of the keys to this employment

dilemma lies in leadership. Employees

at all levels value and respect strong leadership, stability, open communica-

measure employee satisfaction on a regu-

employees seeking other employment?

at all levels to cultivate future leaders and

Is it all about money or is there more to

lar basis? Do you encourage your leaders to foster a climate that values, appreciates and respects employees? Do you deal

that you are working to create a positive,

competitors.

safe and progressive organization? Do

organization is headed. They also want

to know that the organization has a strong foundation – that the business of schools is being handled by an organiza-

tion that has sound business and budget practices.

So how does your district or county

office fit in this leadership equation?

larly and routinely honor and recognize

companies have less turnover and more

competitive at all levels? Do you reguemployees?

People want to work in recognized and

they leave bad bosses or poor managers.

enjoy that pride in employment and

have ever worked for an unreasonable,

unprofessional, unresponsive or selfish leader, you have experienced the climate

sense of accomplishment from being selected.

To hire the best of the best, our

management teams must work to be the

best of the best and to create educational

or unappealing environment. What keeps

tions that entice and attract like-minded

short for most to work daily in a hostile

the best of the best is the best of the best.

Great employees stay in great organiza-

environments, climates and organizaprofessionals. z z z

tions working with like-minded and like-oriented colleagues.

There will always be a level of turn-

Californians are highly mobile, there will

level of employee turnover or do you

respected organizations. They want to

that promotes movement. Life is too

about you? Are you an award-winning

versy and lawsuits? Do you have a high

applicants than other organizations.

A recent article I read suggested

over in education. As our workforce is

organization or are you mired in contro-

Five accounting firms and Fortune 500

What keeps the best of the best is the best of the best.

Great employees stay in great organizations working with like-minded and like-oriented colleagues.

What is your reputation like? What do the news media and social media report

It is interesting to note that the White

House, Ivy League universities, Big

There is validity to this thought. If you

for, what they stand for and where the

that are within a 10 percent range of their

you make sure that salary schedules are

a defined culture, clear expectations, and want to know who they are working

Research suggests that organizations

with strong retention figures offer salaries

and continually show your employees

that people don’t leave organizations,

an articulated vision and plans. They

the story?

with challenges before they become crises

tion and acknowledgement. They expect

and appreciate an organization that has

Do you know the root of their reasons?

aging, retirements are expected. Since

be movement due to family changes.

While a certain amount of turnover is guaranteed, what about the rest? Why are

California School Business / casbo.org

51

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Consulting Services School Services of California, Inc. (916) 446-7517 sscal.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Employee Benefits/Insurance California Schools Joint Powers Authorities (909) 763-4900 csjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 14

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Energy/HVAC CLIMATEC (949) 252-6943 climatec.com/casbo Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Enrollment Impact Specialists DecisionInsite, LLC (877) 204-1392 decisioninsite.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Financial & Facility Planners California Financial Services (949) 282-1077 calschools.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Financial & Human Resource Software Smartetools, Inc. (866) Smarte-1 smartetools.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 41

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Office DEPOT (888) 263-3423 business.officedepot.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 26

School Bond Underwriters

Derivi Castellanos Architects . . . . . . . . . . . . . . . . . . . . . . . . 29 Horace Mann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Stifel, Nicolaus & Company

Infinite Campus, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

(415) 364-6839 stifel.com/publicfinance Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Keenan & Associates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

School Bus Sales Service & Parts

Office DEPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Creative Bus Sales (800) 326-2877 creativebussales.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Student Information Systems

Piper Jaffray . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Public Agency Retirement Services . . . . . . . . . . . . . . . . . . 41

Aeries Analytics

School Innovations & Achievement . . . . . . . . . . . . . . . . . . 12

(888) 487-7555 aeries.com/analytics Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

School Outfitters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Infinite Campus, Inc.

School Services of California, Inc. . . . . . . . . . . . . . . . . . . . 17

(800) 850-2335 infinitecampus.com/demo Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Schools Excess Liability Fund (SELF) . . . . . . . . . . . . . . . . . 26 Sehi Computer Products, Inc. . . . . . . . . . . . . . . . . . . . . . . . . 50 Self Insured Schools of CA (SISC) . . . . . . . . . . . . . . . . . . . . 52

Derivi Castellanos Architects

Smartetools, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

(916) 847-0519 Dcaaia.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Stifel, Nicolaus & Company . . . . . . . . . . . . . . . . . . . . . . . . . . 4 TerraVerde . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Vicenti, Lloyd & Stutzman LLP . . . . . . . . . . . . . . . . . . . . . . . 39

California School Business / casbo.org

53

last words

”

If your actions inspire others to dream more, learn more, do more, and become more, you are a leader.

– John Quincy Adams

53%

Enrollment in California’s teacher-preparation programs fell nearly 53 percent from 2008 to 2013 – one of the biggest declines in the nation.

Source: California Commission on Teacher Credentialing

Restricting sleep to just four hours per night for a week brought healthy young adults to the point where some had the glucose and insulin characteristics of diabetics.

”

People want to know they matter and they want to be treated as people. That’s the new talent contract.

Source: University of Chicago

– Pamela Stroko

”

64%

– LIVESTRONG

Source: EdSource

Exercise, nutrition and sleep can be seen as an interrelated trinity of health. The condition of one area affects another, which in turn influences the third.

Statewide, 64 percent of voters describe the shrinking supply of teachers as “very serious,” and 65 percent think it’s “extremely important” for the state to do more to encourage young people and others to enroll in teacher preparation programs.

Do you have an inspirational quote or interesting statistic to share with your colleagues?

Send your favorites to tdavenport @casbo.org.

54 California School Business / Summer 2016

Choose a Partner Who Knows California Education Finance Piper Jaffray California Public Finance Piper Jaffray is a leader in providing financial services for California school districts and community college districts. Our team of dedicated K-14 education finance professionals has more than 150 years of combined experience and service to the education industry.

• General Obligation Bonds

• Interim Project Financing

• Certificates of Participation

• Debt Refinancing/Restructuring

• Mello-Roos/CFD Bonds

• GASB 45 Liability Funding

• Tax and Revenue Anticipation Notes Mark Adler Managing Director 310 297-6010 mark.j.adler@pjc.com

Jeffrey Baratta Managing Director 415 616-1617 jeffrey.a.baratta@pjc.com

Trennis Wright Vice President 310 297-6018 trennis.l.wright@pjc.com

Timothy Carty Managing Director 310 297-6011 timothy.p.carty@pjc.com

Jin Kim Vice President 310 297-6020 jin.y.kim@pjc.com

Rich Calabro Managing Director 310 297-6013 richard.n.calabro@pjc.com

Ivory Li Managing Director 415 616-1614 ivory.r.li@pjc.com

The California education finance team lives and works throughout the state of California. piperjaffray.com Since 1895. Member SIPC and NYSE. © 2016 Piper Jaffray & Co. 6/16 CM-16-0062

California School Business / casbo.org

55

3447-1 CVT_2016_Ad.pdf

1

1/7/16

3:06 PM

C

M

Y

CM

MY

CY

CMY

Many Choices,

K

One Trust

It's good to have options in life. It's even better when it comes to providing healthcare benefits for your District or Unit.

California's Valued Trust puts you in control and provides the flexibility to choose from a broad range of healthcare options that can fit your District's or Unit's needs and budget.

And, with CVT's value added services such as 24/7 access to healthcare specialists and an Employee Assistance Program that offers work, life, financial and even legal help, you have a benefit package second to none.

See how CVT can offer your District or Unit more options. Contact us today. facebook.com/californiasvaluedtrust youtube.com/cvtinfo

56 California School Business / Summer 2016

For more information, visit www.cvtrust.org or call

800-288-9870