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:
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Katherine Perkins Director (415) 364-5961 kperkins@stifel.com
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SOUTHERN CALIFORNIA | LOS ANGELES OFFICE Dawn Vincent Managing Director (213) 443-5006 dvincent@stifel.com
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Program (“StEP”).
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4 California School Business / Summer 2016
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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
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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
7
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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
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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
activity into meeting days. “Recently we were in a meeting most of the day, but after lunch, we all walked around the
Weigh in on our social media sites. Find links at casbo.org
block,” Christakos says. “We were still
talking business, but at least we got some fresh air and exercise.”
That activity may have been build-
ing the team’s creative capacity, too. “Exercise is extraordinarily good for our
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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
CASBO book club
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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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Architects Derivi Castellanos Architects (916) 847-0519 dcaaia.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 29
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Public Finance
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Schools Excess Liability Fund (SELF)
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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
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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
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3447-1 CVT_2016_Ad.pdf
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1/7/16
3:06 PM
C
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CM
MY
CY
CMY
Many Choices,
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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
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