CASBO School Business Summer 2017

California Association of School Business Officials

Summer 2017 New electronic communications rules Dissecting what the recent CPRA ruling means for districts

The data chess game Your district could be liable if your data is hacked. Here’s how to shield yourself.

10 literacies for modern leadership The skills, philosophies school leaders need to adopt for district success

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contents

Volume 82 I Number Two I Summer 2017

departments 9

11

Checking in A challenge to school business leaders Molly McGee Hewitt

13

In focus CASBO member profile: Jim Novak

15

In focus CASBO associate member profile: Lisa Ryker

52

53

54

58

Book club Real-world lessons, practical advice for today’s leaders

18

Bottom line CASBO’s commitment to excellence Nina Boyd

27

Leadership “Powerful” leadership Out & about Last words

interview 27

Joel Zeff Speaker, author offers authentic advice for maintaining passion, coping with change Julie Phillips Randles

cover story 36

44

New electronic communications rules Dissecting what the recent California Public Records Act ruling means for districts Linda A. Estep

features 18

The data chess game Your district could be liable if your data is hacked.

Here’s how to shield yourself.

Jennifer Fink

44

10 literacies for modern leadership The skills, philosophies school leaders need to adopt for district success 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

Julie Phillips Randles Linda A. Estep 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 communication and unparalleled innovation.

CASBO BY DESIGN the organizational planning discipline as a method

Tatia Davenport

Jennifer Fink

career’s worth of growth opportunities.

For the past 15 years, CASBO has been dedicated to

Molly McGee Hewitt

Nina Boyd Orange County Department of Education

president-elect

Christina Aguilar Arcadia Unified School District

vice president

Molly Schlange University Preparatory School

immediate past president

for guiding the association into a successful future.

Melissa Anderson San Bernardino County Superintendent of Schools

In 2012, the association embarked on its fifth such plan, CASBO by Design. This living, breathing document guides the association in its long-term

advertising sales manager

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 2017 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 2017

6 California School Business / Summer 2017

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C H E C K IN G IN

A challenge to school business leaders When I was young, every time I visited a store that sold typewriters, I would find that a standard line had been typed on the display: “Now is the time for all good men to come to the aid of their country.” I never questioned where it came from or why it was there. It just was.

In this edition, I’m issuing a challenge to all current and future school business leaders. Now is the time for all good men and women to come to the aid of their profession! With the changes happening in Washington, D.C., and Sacramento, the budget uncertainty, the Local Control Funding Formula, the Local Control and Accountability Plans, and the general chaos that swirls around our public schools, we need today, more than ever before, strong, ethical and dynamic school business leaders to assume more aggressive and assertive roles in advocacy and in support of our profession. No longer can we hope to tag onto another group’s shirttails or projects – we must deliver our message effectively and powerfully.

I almost hesitated to use the term “powerfully.” As a matter of fact, the word may turn off some of you reading this column. But power is not necessarily “bad” – it can be the fuel for change, whether it’s an industrial revolution or the advent of the information age. What I admire about CASBO members is that they are not power-hungry or ego-driven leaders. They are people who are used to playing a strong role behind the scenes supporting and empowering the operations of our public schools. The folks who, when resources are low, find new and creative ways to get the job done. The ones who, when faced with budget requests for the instructional needs of the district, place their needs on the back burner. I understand you and the dynamics of your work. I also understand politics and the communications world we live in now … where power is the thing that accelerates action.

The challenge is to assume a greater role in the hierarchy of education management. While we have often allowed others to speak on our behalf, we no longer have that luxury. We need to master media and communications in new and proactive ways. You know your area of expertise and are a subject-matter expert. You often have “insider information” that can affect a proposed policy, regulation, law or statute. Your voice must be heard! In the districts where I served early in my career, the priority was always the classroom and school site. This has not changed much in the last 40 years.

We still recognize that the reason we exist is to promote and support student achievement and success. The reality of today is that we can no longer promote or support student achievement and success without the necessary revenue and support from our district leadership and the Legislature.

We must stand up and be vocal in our discussions on budget, transportation, facilities and all other areas of school business. We need to support strong public pension programs that encourage rather than discourage people from becoming teachers or leaders in school business. We cannot be ashamed to ask for compensation for ourselves, our staff or our district employees. The work before us is about a strong, free and public education that is a foundation of our state and our democracy.

CASBO understands this. That’s why we’ve transformed our membership structure to enable more people to belong and be involved. We’ve added new professional councils serving charter schools and special education. We’ve added intensive courses for those aspiring to leadership positions, and we’ll be offering even more courses on leadership and communication. Our legislative efforts include a renewed zeal to carry our message to state and national legislators. Our focus is on empowering you to be the best leader you can be, the most effective professional, the strongest communicator and the strongest advocate for our profession. We just need you. Will you join me in this challenge? z z z

Molly McGee Hewitt CEO & Executive Director

California School Business / casbo.org

9

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B O T T O M L IN E

casbo’s

commitment to excellence At the second general session of the casbo 2017 annual conference & california school business

generated by the work of all of us at casbo this year.

To represent this year’s efforts, I se-

expo, Teresa Hayden, chief business

lected an elegant butterfly logo, coupled

Education, quoted Vince Lombardi in her

Inclusion.” These concepts are significant

official for the Riverside County Office of inspiration: “Perfection is not attainable, but if we chase perfection, we might catch excellence.” This quote is particularly

relevant for casbo as we enter our new governance year. As your president,

excellence in all of casbo’s endeavors is

with the theme “Diversity, Character and for me and for the work of public education. We are blessed to work in the most

diverse state in the United States with a

unique population of students, staff and parents.

The issue of character is playing out

especially important to me.

in our country and our schools every day.

school business official with more than 30

bitious standards and character. Inclusion

Like many of you, I am a veteran

years in our profession. In the variety of positions I’ve held, I’ve always endeav-

The work of our profession demands am-

is an important concept that exemplifies

work we do affects the students we serve.

My goal as your president is to leave a positive ripple effect generated by the work of all of us at casbo this year.

transportation, purchasing, finance, bud-

how we lead in public education. We

excited to listen to our members and em-

about creating and sustaining services,

decision-making and leadership. casbo

our future focus.

ored to do my work to the best of my

ability on behalf of the students we serve.

Early in my career, I was aware that the

Our work is not about child nutrition, get, payroll, technology or business – it is programs and processes that support stu-

dent learning and achievement. It’s about equity and opportunity for all students.

It’s a distinction that elevates our work from jobs to careers with purpose.

I often quote from a book called “The

Butterfly Effect: How Your Life Matters”

must be inclusive in our hiring practices,

can help set the standard in these areas by

casbo president. Our history and tradi-

positive values, promoting ethical leader-

tion to build upon. I hope that you will

the diverse talent around us, modeling

ship and character, and being inclusive in our collaborations and programs.

This summer, casbo will embark on

our new strategic planning process called

cuses on the ripple effect and how every

together a cross-section of members and

decision we make affects others, maybe

not today or tomorrow, but at some point in the future. The bottom line: our actions and decisions will either positively or

negatively affect someone else. It reminds us to have courage and wisdom in our daily actions. My goal as your presi-

dent is to leave a positive ripple effect

It is truly my honor to serve as your

working with our members to embrace

by Andy Andrews. This short book is powerfully written, and its message fo-

brace their priorities and ideas as part of

tions provide us with a powerful foundajoin me as we strive to lead with excellence in all that we seek to accomplish. z z z

“casbo by design 2.0.” We will bring

begin to create the focus for our future.

We will continue our quest to sustain

Nina Boyd President

our reputation as the foremost author-

ity on school business and provide our

members with exceptional professional development and legislative advocacy

efforts. While I am excited to be a part of this planning process, I am even more

California School Business / casbo.org

11

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IN F O C U S

Jim Novak He sees education work as an honor

By Lisa Kopochinski

Photography by Hope Harris

WHEN JIM NOVAK MOVED TO CALIFORNIA IN 2001 to escape the Michigan winters he grew up with, he knew joining CASBO would be a no-brainer.

“I was a member of Michigan School Business Officials (MSBO) and understood how important it was to stay connected with other school business officials,” he says. “Over the years, CASBO has helped me so much.

I have met many people and have learned a great deal. While the formal professional development has always been top-notch, I’ve probably learned even more from informal conversations with colleagues.”

Novak is just finishing his term as chair of CASBO’s Legislative Committee and cannot say enough wonderful things about his fellow committee members. “It’s been great working with the committee, and especially with Sara Bachez and Elizabeth Munguia as our legislative advocates. The two of them do incredible work at the Capitol on behalf of all CASBO members. The members of this committee are all so dedicated and passionate about school

business. I’m also very happy to be a mentor in the CBO mentor program.”

Growing up in southeastern Michigan, Novak earned a bachelor’s degree in accounting from Wayne State University, and then worked for a CPA firm for nine years before California beckoned. His first position was with the South San Francisco Unified School District as assistant superintendent of business services.

He went on to a position with Palm Springs Unified, and in 2011 he joined Long Beach Unified as chief business official.

However, for personal reasons, he felt he needed to be back full-time in the Coachella Valley; so when Cindy McDaniel retired from Desert Sands Unified in 2014, Novak was fortunate to be selected as its assistant superintendent of business services, and he’s been there ever since.

In his position, Novak has overall responsibility for nine departments: facilities services, fiscal services, graphic services, maintenance & operations, nutrition services, purchasing,

risk management, security & safety services, technology, transportation, and warehouse/ mailroom. “I feel very honored to work in public education,” he says. “When you work in the educational field, it isn’t just a job – it’s a responsibility. While we may not make a direct impact on students’ lives, the work we do every day in business services makes an impact on our children. You are being entrusted with taxpayer dollars to provide systems to ensure that every single student is getting the best possible education. You have to take that approach to every decision you make.”

While Novak is happily ensconced in Palm Springs and couldn’t imagine living anywhere else, he does say that he has acquired a European travel bug. “Over the last few years, my former partner and I have discovered how fun it is to stay in Airbnb apartments and have visited Amsterdam, Barcelona, Paris, Prague, Budapest and Vienna. This fall, I will be venturing to Stockholm, Copenhagen, Berlin and Paris.” z z z

California School Business / casbo.org

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14 California School Business / Summer 2017

IN F O C U S

Lisa Ryker

Longtime member keeps her responsibility to students front and center

By Lisa Kopochinski

Photography by Hope Harris

WHILE LISA RYKER HAS SPENT MOST OF HER ADULT LIFE IN CALIFORNIA, she was born in Montgomery, Alabama. It doesn’t get much more Southern than that.

“I like to say that I’m from L.A. (Lower Alabama) and that I’m bilingual – I speak English and Southern,” she laughs. “I was born and raised in Montgomery and attended Auburn University at Montgomery in business administration. Although I have lived in Fremont for over 25 years, people still ask me where I’m from. I guess I haven’t lost that Southern twang yet!”

As director of planning for WLC Architects, which is based in Rancho Cucamonga, Ryker’s role involves assisting school districts in obtaining state agency approval for their capital facilities projects. She was introduced to CASBO back in 2002 when she first joined WLC. “Everything we do is for the benefit of the students, and I take that responsibility very seriously,” she says.

“As with anything in school business, there are so many regulations, and it is my job to

make this as seamless as possible for our clients. WLC understands the importance of the ever-changing landscape of school design and construction, and CASBO plays an integral part in this effort through its legislative advocacy.”

Ryker says the benefits she has received from CASBO membership are immeasurable – both professionally and personally. “Understanding school business from all aspects gives me the opportunity to see how school district business and individual school business is conducted. Being in the facilities realm, I generally see things from a design and building perspective. And by participating at both the local and state levels of CASBO, I have a more well-rounded view of what goes on to support the schools and students of California.”

On a personal level, she has worked with numerous dedicated members – from both the public and private sector – many of whom she considers to be lifelong friends.

A former associate member liaison for the Northern Section, Ryker sits on the Associate Member Committee and the Annual Conference Committee and has been active in the CASBO golf tournament.WLC has also hosted professional development workshops for CASBO members.

When asked what advice she would offer to those considering a career in the educational sector, Ryker emphasizes one thing. “Don’t forget who you work for … the students.

Keeping this in mind makes the day-to-day problems less stressful.There are so many opportunities to further yourself with organizations like CASBO. Take full advantage of what it has to offer.”

Outside of her work and CASBO responsibilities, the little time Ryker has is spent with her family. “I have three children – who are all grown – a handsome husband who is retired and a beautiful granddaughter who just turned one. With all of them, there is always something going on. And I wouldn’t have it any other way.” z z z

California School Business / casbo.org

15

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M E MB E R S HIP UP DAT E

It’s not the destination – it’s the journey.

And sometimes, change is necessary to stay true to your path. Here at CASBO, the time to adjust our membership structure has come.

Why? Because it’s our mission to provide exceptional professional development and advocacy services to as many of you who work in California school business as possible.

It’s not about profit. It’s about aligning our services with your goals. And it’s you, our members, who inspired us to embrace a membership evolution that will broaden our network and extend more of the resources you need to grow your careers and build healthy LEAs. Because we want to stay true to our mission – to serve even more of you – so you can better serve California’s students.

That’s not just a dream that’s waiting at the end of our journey … that’s something that, together, we can achieve right now.

We invite you to join us.

To learn more and join, visit casbo.org > Join The foremost authority on school business. 17 California School Business / casbo.org

18 California School Business / Summer 2017

F E AT U R E

By Jennifer Fink In the classic 1980s movie “Ferris Bueller’s Day Off,” the titular character hacks into the school’s

computer and changes his number of absences from nine to two. The befuddled principal (who’s on the

phone with Bueller’s mother) stammers as the blocky

green numbers flash and decrease in real time on his computer screen.

We’ve come a long way since then. Hackers today

aren’t typically students trying to skip school, avoid

punishment or inflate grades; hacking today is big busi-

ness. Criminals who gain access to personal information stored in electronic databases and on cloud servers can sell that information to others who can use it to establish

identities, open credit card and bank accounts, apply for loans or government benefits, and purchase goods or services. And as more and more of our personal informa-

tion moves online, we’re all increasingly vulnerable to data security breaches.

In 2013, a group of hackers managed to steal 40

million credit card numbers from Target, despite a

$1.6 million investment in malware detection software

California School Business / casbo.org

19

and an around-the-clock data monitor-

“Schools are an easy target,” says

ing service. In late 2016, Yahoo – a tech

John Stephens, senior vice president of

accounts were hacked in 2013 and 2014.

Plus Partner. “They often have 500,

company! – revealed that 1.5 billion user Corporations, of course, aren’t hack-

ers’ only targets. Increasingly, schools and

school districts are falling prey to hack-

ing, phishing and ransomware attacks.

In the Lindsay Unified School District, a

Keenan & Associates, a casbo Premier 1,000, 2,000 employees, with records and data on each of those employees, and

each employee also has their own contact list that people can hack into.”

Furthermore, “Schools capture a

k-12 district of about 4,000 students in

lot of very sensitive and valuable data –

suspect that fraudulent-but-real-looking

to parents’ financial information and

the San Joaquin Valley, administrators emails sent to employees in a phishing at-

tack led to the installation of ransomware

on district computers. The ransomware locked up the system and encrypted dis-

trict files; hackers demanded payment to decrypt the files and restore access.

Such events are not uncommon. Ac-

cording to the u.s. Department of Justice, there were nearly 4,000 attempted ran-

somware attacks each day in 2016. The

everything from social security numbers

custodial relationships,” says Linette Attai, president of Playwell and an expert

in regulatory compliance issues related to privacy. “The data that is collected on each individual who enters the educa-

tion system is rarely collected elsewhere,

except in sectors that have very mature, robust privacy practices, such as the financial or health sector.”

Further complicating the situation is

education sector is the most-targeted

the fact that many schools and districts

port by casbo Premier Partner Lozano

without fully considering the ramifica-

industry in America, according to a reSmith’s Technology & Innovation Prac-

tice Group. (Government agencies come

rushed to digitization and cloud services tions of uploading data.

“Historically, schools have tradition-

in second place.) Securing data is more

ally kept this sensitive information on

ever before.

the introduction of technology, schools

important – and more challenging – than “It’s like playing a chess game,”

says casbo member Carl Fong, chief

technology officer of the Orange County

Department of Education. “You’ve got to stay two or three steps ahead.”

paper, in file cabinets,” Attai says. “With moved things to administrative technol-

ogy products and cloud-based servers, often without real knowledge or fluency

in what it takes to adequately protect data of that sensitivity. Not every school

or district has the savvy or experience to

effectively evaluate a service provider Educational institutions, particularly

from a security perspective.”

k-12 schools, are attractive targets for

hackers for two primary reasons: schools

maintain large troves of data, and schools often have fewer resources at hand to

First, a quick discussion of terminology.

governmental agencies of similar size.

security” triggers thoughts of firewalls

secure their data than companies and

20 California School Business / Summer 2017

In the technology industry, the term “data

and secure networks – technological

requires schools to secure student and

down data. “Data privacy,” on the other

Securing sensitive information is a

techniques and tools employed to lock

staff medical information as well.

hand, typically refers to policies and

team job, but at the end of the day, re-

handling of data.

to audiences about data security, some-

procedures that describe the appropriate School leaders ultimately need to be

concerned with both data security and data privacy, as schools are expected to maintain the integrity of sensitive data.

The Family Education Rights and Privacy

sponsibility lies at the top. “When I speak one always asks, ‘Who’s held responsible

if there’s a data breach in your district?’”

Fong says. “To me, it’s the district superintendent.”

Though technology officers play a

Act and Education Code section 49073

huge role in protecting data, the reality

student records, and the California Infor-

sess data security expertise. Technology

prohibit the unauthorized disclosure of mation Practices Act of 1977 specifically addresses the threat of electronic data

breeches. The Health Insurance Portability and Accountability Act of 1996

is that not all technology officers posofficers must also work with only the re-

sources that have been allocated to them, which is another reason why responsibility lays at the feet of district leadership.

California School Business / casbo.org

21

“It is a leadership responsibility to

make sure that data security is appropri-

and subsequent legal challenge, your

little things you can do, but that’s like

to whether or not it allocated time, effort

ately resourced,” Attai says. “There are putting a finger in a dam. You need a solid dam.”

School leaders, she says, need to

carefully study the issue of data security

district likely will be judged according

and resources to data security in a man-

ner that’s in line with the efforts of similar districts.

“I look at, have I done the best I can

and privacy, understand the risks and

with what I’m given?” Fong says. The

“go make the case to their boards about

to take strong steps to secure data, and

available equipment and systems, and

what is required to adequately and ap-

propriately protect the data you have on hand.”

22 California School Business / Summer 2017

Keep in mind that in case of a breach

public – and the law – expects districts

if your district can’t demonstrate that it’s done at least as much as your educational counterparts, you may be in legal hot water.

“Data Security for Schools: A Legal and Policy Guide for School Boards.”

Published in January 2017 by the National School Boards Association, this 20-page document is available for download at nsba.org.

The best data privacy and security

practices begin with taking stock of what data is collected currently. “The first

questions to ask are, what information are you collecting, what are you required to collect, and what are you collecting

just because you’ve been doing it for so long and haven’t reassessed?” Attai says.

Social security numbers, she says, are

commonly collected but rarely required.

United States Computer Emergency Readiness Team (US-Cert). This government site is a great place to learn about current threats, including the latest computer viruses, phishing expeditions and ransomware threats.

Sign up for security alerts, updates and tips at us-cert.gov.

CoSN district security checklist, cybersecurity planning rubric and planning template. This recently refreshed suite of tools from the Consortium for School Networking (CoSN) will help you perform a risk assessment and develop an effective cybersecurity plan.

Available at cosn.org/cybersecurity.

In fact, she recommends that schools

strip social security numbers from data whenever possible. Keeping highly

Instead, schools and districts should

sensitive data on hand unnecessarily

create access policies that outline who

“Proper data security is an incredibly

circumstances, says Charles Kanavel,

increases vulnerability.

expensive proposition, so you want to

be smart, sensible and reasonable about

what you’re collecting and how you’re protecting it,” Attai says.

Remaining data should be classified

as highly sensitive, medium- or low-risk; the classification of data then can be used

can access which data and under what former director of technology at Campbell Union High School District and cur-

rent ceo of The Kanavel Group, a San Francisco-based company that special-

izes in virtualization, remote monitoring and technological solutions.

A firewall, an intrusion detection/

to determine access policies and appro-

prevention system and anti-malware

sensitive data, which may include finan-

ment plan, to ensure that any hardware

priate technological protection. Highly cial information and psychological evalu-

ations, should be highly protected and accessible only to a few people. Medium-

risk data may include contact information

such as names and addresses; low-risk data may include student grades.

“That’s not to say schools don’t need

to protect grades; they absolutely do,”

software are musts, as is a patch manage-

or software vulnerabilities are corrected as soon as possible. Data should be

encrypted for both storage and transmission. Regular data backups are also essential. “That way, in the event of an

incident or breach, we can restore the school’s data,” says Stephens.

she says. “But you don’t need to protect

them with the same controls that you do financial information.”

Nearly 5 0 percent of data security

absolutely critical; the fewer people who

says Stephens. That’s why it’s absolutely

Controlling who has access to data is

have access, the easier it is to contain the

data. “A teacher should not have entry

into a system that houses data on all the students in a school,” Attai says.

incidents are the result of human error, critical that everyone in a school dis-

trict receives cybersecurity training.

Keenan provides information on cybersecurity in a recorded webinar on

California School Business / casbo.org

23

its website and through its Keenan

attacks and that sort of thing,” says Marie

Training – which should be repeated

tium for School Networking. “They need

SafeSchools program.

at least annually – should cover browser security, data access policies, strong

password creation and good password management, responsible use of district-

Bjerede, project director for the Consor-

is put up roadblocks for these hackers. It’s

to know that phishing exists and is get-

blocks that they get bored and move onto

ting a lot more sophisticated. Emails tend

to look very urgent and very important.”

Staff should be taught to never click

provided technology and policies, and

on links or reply to suspicious emails; if

digital devices.

directly to the supposed source of the

procedures regarding the use of personal Data security trends and current

threats should also be discussed. “You

something seems “off,” they should go email to ask for further clarification.

No cybersecurity or privacy plan can

really need to train your staff on social

render your data impenetrable. The best

more prepared when it comes to phishing

difficult to obtain.

engineering tactics so that you are much

24 California School Business / Summer 2017

“Essentially, what you’re trying to do

a district can do is to make its data more

really about can you create enough road-

something else?” Stephens says. “From a risk management standpoint, you can

never eliminate risk; you can only do your best to control it.” z z z

Jennifer Fink is a freelance writer based in Mayville, Wisconsin.

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California School Business / casbo.org

25

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IN T E R V IE W

Joel Zeff

Speaker, author offers authentic advice for maintaining passion, coping with change

By Julie Phillips Randles

It’s rare to catch a glimpse of Joel Zeff without a smile on his face. That’s probably not unusual for

a motivational speaker who has dubbed himself “the Tao of Ta-Da.”

What is fresh is the fact that Zeff

lived that smile long before he discovered

Yes, it was Zeff who, as a student,

with a degree in 1990. He worked as

yearbook to bring the tradition to ku. He

dabbled in public relations and then set

got the idea from a buddy’s high school and his friends passed out school news-

papers at a game in the 1986-87 season

and a tradition, that still continues today,

a newspaper reporter for a short stint,

out on his own in 1994 as a corporate communications specialist.

And he did it all with a sense of

was born.

joy. On the weekends, Zeff worked the

versity basketball fans have him to thank

Chicken Piccata Scholarship at ku’s

of improv. When a client asked him to

the student newspaper when opposing

he was eating for lunch when he signed

a way to turn it into a career. Kansas Uni-

for a Jayhawk tradition of holding up teams are announced.

He also established the Joel Zeff

journalism school (yep, named after what

the paperwork), where he graduated

clubs as a comedian, learning the art play some improvisational games be-

fore dinner for a group of high-level

executives, a star was born. The class

California School Business / casbo.org

27

Joel Zeff

comedian had just found a way to marry

the Dallas Cowboys, Harrah’s Casino,

communication.

Cable, Pizza Hut, McDonald’s and Eagle

two very serious traits: coaching and

He brought this perspective to his

keynote address at the casbo 2017

Annual Conference & California

School Business Expo, to the delight

of attendees. (Not at the conference?

At vimeo.com/album/1821144 and

vimeo.com/47521919 you can get a

Mydiscountbroker.com, Time Warner

wasn’t reading the book for school. It was her choice.

My book selections are not as impres-

Country Markets, and is the author of

sive as my daughter’s. I recently read a

Positive, Innovative and Productive

I am currently reading a Star Wars book

“Make the Right Choice: Creating a Work Life.”

Zeff’s ideas are thought-provoking

and humorous. Here’s what he shared

humorous historical book about Vikings.

that takes place right after they blow up the second Death Star.

Not as impressive as “1984,” huh? I

recently with casbo:

warned you.

audiences to stop limiting their focus to

What’s the last book you read and what did you learn?

If you had a different career, what would you be?

marketing strategies and start adding

fun and passion to their to-do lists, he

This would be an excellent question

How many can I choose? I would like

continues to express himself as an actor

for my 14-year-old daughter. The other

day she was reading “1984” by George

for a local sports team, a play-by-play

sense of Zeff’s vibe).

When he’s not on stage motivating

and writer.

He has appeared in dozens of com-

mercials for numerous clients, including

28 California School Business / Summer 2017

Orwell. I told her that I had to read

“1984” when I was in school. She then (while making a face) told me that she

to be the public address announcer

television analyst, sports radio show host, morning television host, college professor, minor league baseball team

owner, comic book writer for Marvel,

television studio president, writer for a late-night television show, screenwriter,

National Geographic travel writer and the guy who is the voice of the

magic fountain at Universal Studios in Orlando.

Fun fact: I spent one afternoon as a

voiceover talent for an anime cartoon.

I had a couple of lines and got to make

guttural sounds when I got punched. See, some dreams do come true.

What is something you thought you knew but found out you were wrong about?

1. I am almost 49 years old and I have

not needed or used algebra, geometry or chemistry one day of my life.

2. Time does go by fast. It goes faster

once you have children.

3. I thought I could eat more than 26

dumplings in one sitting. I can’t.

We must react to the change with

passion and energy. We must be helpful and supportive. It is always our choice. It

is our choice to have fun. It is our choice

to be thankful and appreciative. It is our choice to be energized and passionate.

The only person that can make those

choices is you.

you,” “I support you,” and “You did an awesome job.”

It is a gift. And it is the best gift you

can give someone. And it is the best gift you can receive.

You’ve said helping others can also benefit the helper. How does that work?

I like to keep things simple. Each day, ask

one question: “How do I help the people

Most change IS out of our control. We

School leaders have been through some tough times in recent years, and the state of education policy and funding is still somewhat up in the air. What tips do you have for staying positive in the course of uncertain times?

don’t control what other people say or do. We don’t control the economy or if

Each day when you go home from

something breaks, or if someone makes

work, think about all the people you

learned through performing improvisa-

had contact with that day. Did you say,

my experience.

You’ve said that change doesn’t have to feel out of control … that individuals can control change in some ways. Explain what you mean by that.

a mistake, or if someone says or does something that you don’t like.

We only control how we react to

change. We choose our attitude and what we are going to do. Unfortunately,

too many times we allow the change

to choose our attitude. The change will always choose stress, frustration, negativity.

If I get to choose, I am going to

choose to be helpful, passionate, energetic, positive and supportive. It is my

choice. I still have to deal with stressful situations. I am choosing a better path and attitude.

“thank you?” Did you give them the

around me be successful?”

It is easy to ask the question. It is

easy to answer. The hard part is to actually do it.

All of these work-life lessons I

tion. I have filtered the lessons through In improvisation, there is no script,

appreciation they deserved? If not, then

rehearsal or plan. To be successful, you

you appreciate them. I don’t care how

plies to everyone’s work. When we think

tomorrow, say “thank you.” Tell people you do it: via email, a phone call, seeing

them in the hall, texting them, finding them on Facebook. It doesn’t matter.

The greatest gift you can give some-

one is to tell them they are doing a great

job and you appreciate them. You know

have to help each other. This also ap-

about other people and help them be successful, we are going to be successful.

Ask the question. Answer the question.

Act on it.

how it feels when someone gives appre-

Stress. We all feel it. What are your leading tips for keeping stress down and passion up?

appreciation, it also comes back.

Everything we do is a choice. We choose

you,” “I appreciate you,” “I believe in

passionate and energized. When we are

ciation to you. When you send out that Each day we need to say “thank

to have fun. We choose to be positive,

California School Business / casbo.org

29

Joel Zeff

stressed and frustrated, we are letting

something out of our control choose

choices, there is no stress. There is only

If you stay in the game, you have

passion.

to work harder. You might have to learn

eat breakfast and decide, “I am going to

zone. What you cannot do is quit.

be stressed and frustrated. I am going to

And how can those who feel they’re on the verge of losing their passion rekindle it?

be negative today and be a pain at work.”

It doesn’t make any sense.

The key is that we have to stay in the

Make good choices. Be positive and

game. No matter what happens, if you

month. The road is hard, but it is also

stay in the game, you will find success. If

for us.

Would you really get ready for work,

passionate. Help and support people.

Stay in the game. Be in the moment. Cre-

you quit, you fail.

success is tomorrow, next week or next fulfilling. When we stay in the game, we are rewarded and fulfilled.

One more thing: we all want op-

portunity and positive support from

the time. We quit goals, challenges and

support part. What opportunity do

to passion and work. We quit things all

improvisation. When you make these

obstacles. There is always an excuse.

30 California School Business / Summer 2017

Staying in the game doesn’t mean

Now apply “staying in the game”

ate opportunity for others.

These are all lessons I learned from

something new or get out of your comfort

our jobs. We talked about the positive

you need that is going to fulfill you?

Be honest. You are going to be surprised twice.

First, you are going to be surprised

by the answer. Now, you need to tell

Once we make the choice to be better

listeners, now we have to be better communication partners:

1. Give the right details at the right

someone what opportunity you need at

time. Some people need all the informa-

prised by how easy it is to receive that

less. We can’t communicate the same way

your job to be fulfilled. You will be suropportunity.

What do they get back in return?

They get a passionate, energized team

member that is going to help them reach

tion to make a decision. And some need to everyone. If you are in the moment, you know how much information they need.

2. Define constant communication.

their goals.

How much and when do we communi-

You also speak a lot about strong communication skills. What are the top three tips you would give school leaders when it comes to being better communicators?

you work together, figure out the comfort

I think it starts with being a great listener.

Julie Phillips Randles is a freelance

We spend so little time being present and in the moment. And guess where we are

Weigh in on our social media sites.

Find links at casbo.org.

cate? Again, everyone is different. When level of how often you communicate.

3. Be positive, present and in the

moment. z z z

writer based in Roseville, California.

at our best as leaders, communicators

and innovators? We are at our best when we are present and in the moment.

California School Business / casbo.org

31

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36 California School Business / Summer 2017

COVER STORY

New electronic communications rules Dissecting what the recent California Public Records Act ruling means for districts

By Linda A. Estep

A recent decision by the California Supreme Court will likely change the communications habits of all public employees and elected officials who inadvertently or deliberately use private accounts to discuss the people’s business.

The court ruled that emails, texts and recorded messages sent or received by a public employee can be subject to disclosure under the California Public Records Act (cpra), even if that communication is transmitted through or stored in a personal device or email account. The ruling affects every school board member, district and county office of education employee who uses any private electronic device to discuss school business.

In other words, nearly everyone connected to a school district.

Here’s what you need to know now about the ruling and its effect on schools.

California School Business / casbo.org

37

New electronic communications rules

Expansion of scope

“Any communication between two or more

[public employees or elected officials] discussing school

business is not privileged. You must assume it is public.”

In 2009, a private citizen filed a cpra request for all communications regarding

a proposed downtown project in San

of San Jose in 2014, finding that records kept on private devices and accounts were outside the scope of cpra.

Following that decision, the state

Jose, including those sent or received

Supreme Court agreed to hear the case to

officials’ personal electronic devices.

apply to evolving communications

on the mayor ’s and other public

The city provided records generated or maintained on city communications

systems, but claimed it had no access to private accounts.

The citizen sued in Superior Court

and won. Next stop: the Sixth District

Court of Appeals, where the original

38 California School Business / Summer 2017

ruling was reversed in favor of the city

decide how a law enacted in 1968 should

technology 50 years later. Ultimately, in March 2017, the court overturned

the judgment of the Court of Appeals, recognizing that it is the content of a com-

munication, not the location or how it is transmitted, that matters and that “not

all employment-related activity occurs

during a conventional workday or in an

“Any communication between two

employer-maintained workplace.”

or more [public employees or elected

just because a communication is not

not privileged. You must assume it is

The ruling followed the logic that

prepared or sent via district channels

does not exempt it from disclosure under cpra if it contains discussion of public

business by public employees or elected officials.

In other words, the tools and work

environments had changed, but not the intent of the law.

Awareness check Education agencies’ awareness of the case

was not high at first, but became more

of a topic of interest as it made its way

officials] discussing school business is

public,” Ungar stresses. “For us, it was more important due to the Brown Act.

It’s an even bigger issue now,” he says of the recent ruling. Several years ago,

his district began providing a district cell phone and number, computer and email

address. Ungar has his district email on a personal iPad he uses frequently.

Still, “I never reply [to inquiries

regarding district business] on my per-

sonal account. I try to educate people to

communicate with me through district [channels],” he says.

Ungar also advocates conducting

through the court system. One exception

public business in person or on the

member of San Luis Coastal Unified

marize the conversation.

is Chris Ungar, a 17-year school board

School District and former president of the California School Boards Association (csba). As a retired special education

phone, jotting notes afterward to sum-

What now?

teacher, he’s always been sensitive to

Legal observers predict that agencies

“I started paying attention to this

increase in requests for access to public

written communications.

years ago. If a school district isn’t paying attention, something is wrong,” he

says, noting that csba’s Education Legal Alliance has periodically sent updates

to members as the case progressed, and

will continue to do so. “Our advice was always ‘Don’t put anything in writing that hasn’t been seen by an attorney.’”

That advice is not practical for all

public agency communications but is

such as school districts can expect an

information, including communications conducted and contained on personal devices. One of the most urgent actions they recommend is a review or revision

of district policies on how to respond

to requests, the use of personal devices to discuss public business and how to

search for information if it is stored on a personal device.

Harold Freiman and Manuel Martinez

reminiscent of the adage “Don’t put

are attorneys in the firm of Lozano Smith,

want to see on the front page of the

followed the San Jose case closely over

anything in writing that you wouldn’t newspaper” – advice often repeated in

communications workshops and most

recently in webinars hosted by law firms to explain the effect of this broad-

ened interpretation of cpra’s reach.

Legal observers predict that agencies such as school districts can expect an increase in requests for access to public information, including communications conducted and contained on personal devices.

a casbo Premier Partner. Both have

the years, often speaking at casbo and

csba workshops and conferences. In a recent webinar, they offered sugges-

tions for immediate action and predicted how the ruling will change the culture

California School Business / casbo.org

39

New electronic communications rules

of communications. (A recorded ver-

business and personal information, the

Lozano Smith’s Video Newsroom at

disclosed version.

sion of the webinar can be viewed in lozanosmith.com).

should communicate requests for public

about the expansion of public record

vices and accounts to the employee or

disclosure involving personal devices and ask that those devices not be used

for communications involving school business.

“Each school district needs to come

up with a policy approach, but it is up to the district as to how. That should not be made in isolation,” says Freiman. He

recommends a team of stakeholders that includes policymakers, lawyers, information technology personnel and bargaining unit representatives. The goal, he says, should be to develop a model policy

that is doable, technologically practical

information contained on private de-

elected official. The employee or elected official would search their own device

after being trained about what quali-

fies as public record. The employee or elected official would then turn it over to the agency for disclosure. The searchers

might also be asked to sign an affidavit declaring they have made reasonable

efforts to search and obtain records relevant to the subject of the request and found none.

Sinking in

and addresses privacy issues.

As the implications for local education

personal devices and accounts for con-

communicate in some form about school

Policies should address the use of

ducting school business, how pertinent information can be searched on personal devices and accounts, and guidelines

for document retention. (School lead-

ers can get more information and see policy examples in Lozano Smith’s

agencies and those who commonly business become clearer, so do the

challenges. Some met the Supreme Court ruling with disbelief, even though the

case had been in three different courts over eight years.

“It’s like going to the doctor and

March 2017 Client News Brief on cpra

being told to lose weight and exercise.

For example, the Supreme Court rec-

they are surprised at how it turned out,”

at lozanosmith.com).

ognized the balance that must be struck

between public access to information and

Some have chosen to ignore it. Now Martinez says.

Others agree that districts probably

personal privacy. It noted that to qualify

took little notice of the case until 2014

must relate in some substantive way to

“The Supreme Court hears only a

as public record under cpra, “a writing

when the Supreme Court granted review.

the conduct of the public’s business …

fraction of what it is asked to hear,” says

sonal, containing no more than incidental

Andelson, Loya, Ruud and Romo who

communications that are primarily per-

mentions of agency business, generally will not constitute public records.”

In the event of a communication

that contains a mix of substantive public

40 California School Business / Summer 2017

The court suggested that the agency

If a district has not done so already,

it should communicate with employees

Policies should address the use of personal devices and accounts for conducting school business, how pertinent information can be searched on personal devices and accounts, and guidelines for document retention.

personal material can be redacted in the

Cathie Fields, a law partner at Atkinson, has done extensive work in the area of public records. “It took three years for

the court to arrive at a decision, and in

that time clients were getting requests for

private device data. We advised clients then about the impending decision.”

Evidence of compliance Fields believes an affidavit form that

for the time spent? What if an employee

with dwk, conducted a webinar in April

lic business information contained in a

both agency and public employees or

refuses or fails to provide access to pub-

personal account? Those are questions each agency should address via new or

to explain how the court decision affects elected officials.

They recommend that districts look

revised policies.

for ways to minimize the burden of re-

to declare a reasonable search has been

personal devices not be used to conduct

• Implementing a policy of using only

a cpra request is an immediate need. She

ing such messages from a private account

employees or elected officials can use completed for communications related to

believes the training in what constitutes “public record” is another critical step but adds, “What we really want is to

stop using personal devices for school

While the court did not mandate that

public business, it did recommend copy-

to the agency account, a practice followed by federal employees under the Freedom of Information Act.

Attorney William Tunick of Dannis

business.”

Woliver Kelley (dwk), a casbo Premier

of resistance from bargaining unit rep-

now how their agency will respond to

She notes there are already signs

resentatives. Will there be release time

for searches? Will the employee be paid

Partner, advises clients to determine

a cprarequest in light of the court deci-

sion. Tunick and Reid D. Shannon, also

sponding to cpra requests, such as:

district communications channels for conducting school business.

• Asking employees to forward or

copy any public business contained

server.

on private accounts to the district

• Examining the district retention

policy or establishing a retention

policy.

• Training employees on the basics of

cpra and how it affects them.

California School Business / casbo.org

41

New electronic communications rules

interpretation and that clients can expect

to be tested. Initial training of employees about cpra requests will involve attor-

neys, although trained staff could handle subsequent workshops.

Summing up Legal experts seem to agree that using personal devices to conduct public business should be discouraged. Rou-

tinely transferring or copying such

communications to the district account and thereafter continuing any com-

munications on the same topic via the district account is advised.

The California Supreme Court urges

agencies to train employees about the

law and requests for public records and include an understanding of personal

privacy rights. It also suggests that when

a cpra request is filed, employees should

Financial effects “Anytime you impose a requirement,

there will be other implications,” Tunick

“Once the realization of this ruling is full, we believe we will see less technology used and there will be a cultural change.”

says. “I wouldn’t be surprised if districts

will get more cpra requests now,” he

adds. “There won’t be a decrease, that is for sure.”

Tunick predicts the most common ef-

fect might be the need for additional staff or attorneys to assist in those requests.

Martinez feels the time spent to

search personal devices could involve

munications on their personal devices. In its ruling, the court referred to wording in a previous case that states, “Further,

agencies can adopt policies that will

reduce the likelihood of public records being held in employees’ accounts.

‘Agencies are in the best position to implement policies that fulfill their ob-

ligations’ under public records laws ‘yet

also preserve the privacy rights of their employees.’”

“Once the realization of this ruling

costs, perhaps even for paying a substi-

is full, we believe we will see less tech-

If districts opt to purchase phones for

change,” Freiman says. “It will take years

tute to fulfill the searcher’s regular duties. staff, that too will add up. “I used to be a

bean counter, and I can see the potential exposure to expenditure of funds. Who

pays for that? Things don’t happen by the tooth fairy.”

Freiman acknowledges there will

likely be litigation with the broadened

42 California School Business / Summer 2017

conduct searches for any relevant com-

nology used and there will be a cultural

to unravel how this case will work … a full decade. It will be in a very fluid state.” z z z

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

A leader in Education Law. • Personnel Management • Facilities & Business Services • Special Education • Governance • Staff Development • Student Services • Labor & Employee Relations • Litigation • Technology • Title IX

www.aalrr.com Cerritos | Fresno | Irvine | Marin | Pasadena | Pleasanton | Riverside | Sacramento | San Diego

California School Business / casbo.org

43

44 California School Business / Summer 2017

F E AT U R E

10 LITERACIES FOR MODERN LEADERSHIP The skills, philosophies school leaders need to adopt for district success

By Sue Poremba There’s a lot of conversation surrounding new literacies for students, ranging from digital technologies to growth mindset and social-emotional intelligence. By

addressing these new literacies, students are better prepared to interact with the world beyond school. And, some believe,

tapping into these contemporary knowledge areas can also help

students bridge the gaps between socioeconomic, ethnic and gender lines.

However, students are not the only ones who benefit from

these skills. District leadership can also benefit from new litera-

cies, whether they are focused for everyone within the district or are specifically geared toward those running the schools.

“We teach kids the need to have a growth mindset, but we

still have instructors in the classroom and policymakers who

don’t understand what it means to have a growth mindset

versus a fixed mindset,” says Nina Boyd, casbo president and

associate superintendent at the Orange County Department of Education. “As we talk about literacies for staff and administration teams, we have to make sure that we are also staying abreast

of all the things we want them to know and ways we want them to grow.”

California School Business / casbo.org

45

10 LITERACIES FOR MODERN LEADERSHIP

casbo recently spoke with Boyd

understand, especially in this digital and

officer for the San Bernardino City Uni-

than alienate the tools students regu-

and Jayne Christakos (chief business fied School District), Brett McFadden (associate superintendent of business

services for the Monterey Peninsula Unified School District), and PK Diffenbaugh

(superintendent for Monterey Peninsula Unified), who shared their opinions on 10

School districts are built around communities of multiple generations, which is why leadership needs to be literate in many different styles of communication.

new literacies that district leaders should consider learning and practicing.

1. DISTRICT VISION It may not be as shiny a new literacy as

technology, but it’s an important one that district leaders need to heed. “The

district’s vision needs to have clear

actions,” says Christakos. That includes addressing professional development, having defined goals and knowing your

human capital. “How do we build the best and the brightest capacity in all of

our employees, not just at the leadership

larly use for communication because they

aren’t part of the traditional learning en-

vironment, leaders instead need to think

of ways the tools can enhance learning opportunities, encourage creativity and provide extra motivation. That spills

over into the work environment, as well, she adds.

Millennials have different work

styles than their older peers. They com-

municate via technology rather than face to face. “The nuances in these conversa-

tions are very different,” Boyd says, “but staff also needs to know when it is ap-

propriate to use technology or when they need to have a face-to-face conversation.

Our communication skills have to be part of new literacies.”

3. EQUITY AND SOCIAL JUSTICE

levels?”

All of the district leaders we spoke to

vision can be imparted organically in

social justice and equity are a must in

New literacies surrounding district

conversations district leadership has with

all employees. The vision starts at the top,

agree that new literacies surrounding today’s school system.

Race is one aspect of social justice,

and is shared throughout the organiza-

but the list is long and varied.

toward a common goal. A heads up:

people,” says McFadden, “and we have

communication throughout the district

our racial background, and then be open

tion, ensuring that everyone is striving This requires a lot of transparency and community.

2. COMMUNICATION ADAPTABILITY School districts are built around

communities of multiple generations, which is why leadership needs to be

“Our racial footprint affects all

to be willing to recognize our views from and understanding of others.”

As recently as a decade ago, leaders

weren’t trained in these areas; today, rec-

ognizing and responding to equity issues

is a requirement as the socioeconomic and ethnic balances in districts shift.

Boyd thinks that, overall, school dis-

literate in many different styles of

tricts are doing a good job at listening to

“We need to ensure that teachers

to find out what is important for their

communication.

are able to teach in a language that kids

46 California School Business / Summer 2017

technological age,” says Boyd. Rather

communities, parents, students and staff schools. The struggle is to come up with

ways to use limited budgets to address

especially in secondary schools. It is

to understand why resources have to be

for new types of learning environments

problems and then get their communities allocated from one program to another.

Just because you have a specific need,

Boyd explains, that does not mean it may be as great as another need, thanks to in-

about recreating middle and high schools that offer students something unique

while providing them with an active choice within schools.

The challenge for district leader-

equities that happened over time.

ship, says Diffenbaugh, is figuring out

to struggle because you can’t level the

schools and ensuring equity while

“Districts will struggle and continue

playing field overnight,” she says.

In the end, everyone deserves equal

rights, Christakos adds, and district lead-

what will be consistent across district

letting individual schools have some autonomy.

“It’s a different way of thinking

ers need to decide how they are going to

about schools, a system of schools rather

The best way to do that is to engage the

means different departments have to ap-

reach out to those who are underserved.

community and find ways to get folks involved. It also requires having collab-

orative conversations with staff so they are on board with the goals of inclusion and equity.

4. SCHOOL STRUCTURE The way many schools are structured is antiquated, and there is a need for new

literacies for learning environments,

than a school system,” he says. “That proach their jobs a little differently. It’s a

The way many schools are structured is antiquated, and there is a need for new literacies for learning environments, especially in secondary schools.

huge mindshift.”

5. STUDENTS AS AGENTS OF THEIR OWN LEARNING This is an area Diffenbaugh thinks is

largely ignored, even in the most progressive districts.

“If we want students to be guiding

and directing their own learning, then

California School Business / casbo.org

47

10 LITERACIES FOR MODERN LEADERSHIP

what needs to change regarding our

demonstrated. That’s why it is important

person in the organization. It varies not

order to allow that to happen?” It’s a big

them opportunities to go outside their

school to school and service to service.

practices, our systems, our structures in cultural shift because we are a country that is used to putting kids in neat rows and allowing the teachers to do all the

to give those employees a voice and offer realms and learn about diverse areas of education.

“People who work in payroll should

talking. But if we want our students to

be encouraged to learn something about

be empowered to take charge of their

derstand fiscal issues.”

be 21st century leaders, they need to education.

“No longer are kids being asked

where they went to school,” Diffenbaugh says, “but what they have created.”

6. LEADERSHIP TRAINING AND PROFESSIONAL DEVELOPMENT Leadership is not necessarily determined by position but by how someone’s ca-

pacity to lead in their area of expertise is

48 California School Business / Summer 2017

hr,” says Boyd. “hr people should unIt’s really about seeing the work

only from person to person but from Business services, for example, covers

technology, transportation, risk management, physical services, facilities maintenance. Every area requires dif-

ferent roles in leadership and different literacies.

“You have to have really good people

they do in greater context – of know-

who are able to see the way the world is

interact and affect their organization as

that into support for the classroom,” says

ing how it and their other disciplines

a whole. Leadership training in terms of new literacies should offer staff in any

changing and understand how to bring Christakos.

New literacies in professional devel-

position a way to understand the entire

opment will also allow districts to build

Today’s leaders also understand

tions with staff should focus on their

organization.

that the same approach to professional

development doesn’t work for every

the best and brightest staff. Conversa-

professional goals and how they align with their specific district’s mission.

7. WORK-LIFE BALANCE The search for work-life balance may

not be new, but we should understand

it in a different, more productive way, McFadden advises. We have to be honest

with ourselves first, and recognize that

no one achieves a perfect work-life balance.

Districts have problems that can’t be

neatly packed away and forgotten when you leave the office. Sometimes it is better

to look at the big picture and the larger goals of the organization and structure work and life around those challenges.

And, sometimes, you just have to

shake up the balance a bit.

“From my perspective, balance can

one in a leadership role needs to have

mean by that is, in moments when you

at the same time, no one should be so

be boring,” McFadden says. “What I have the courage to be out of balance, those are the times when you have discovery or expanded capacity.”

“The traditional nine-to-five work

equal technology skills, he adds, but dependent on their digital competency that it overshadows or undermines other skills.

Even individuals who are incredible

day is over,” Boyd adds, “and when

at technologies need to have leadership

it’s easy to get lost in time.” Structuring

to do their jobs. Human behavior and

you are passionate about your work,

some type of work-life balance has to

include scheduling the life part into the calendar.

and interpersonal relationship skills technology have to go hand in hand, McFadden believes, if you want wellrounded leaders.

8. DIGITAL COMPETENCY

9. OFFICE STRUCTURE

Digital competencies cover a wide swath

Office structure is something that should

texting, and social media. District leaders

all solution. Office structure should be

of technologies – email, smartphones and need to be familiar with more granular

digital systems, too, including financial and human resources software or system

be looked at, but there is no one-size-fitsdependent on each individual district and based on its culture.

“You have to develop work styles

controls. Digital technologies are critical

and structure that are adaptable and

“There’s no way we can do our jobs

environment,” says Boyd. “Too often

components to every school district.

now without having at least a baseline

digital competency,” says McFadden.

However, that doesn’t mean that every-

Leadership is not necessarily determined by position but by how someone’s capacity to lead in their area of expertise is demonstrated.

meaningful for those who work in that we get caught up with an idea that of-

fice structure and office etiquette need to be a certain way.” When the focus is

California School Business / casbo.org

49

10 LITERACIES FOR MODERN LEADERSHIP

conformity and not the cultural environ-

of time – or at least have been there

The office structure also requires a

Eventually, even these employees will

ment, incidents and mistakes happen.

new literacy definition of what opendoor policy means. Different generations,

different cultures will have different

understandings of what constitutes a

through multiple generations of students.

retire and often will take with them the historical knowledge they’ve gathered over the years.

New literacies are necessary to build

meaningful dialogue and when it is

capacity for the future in order to keep

breaking down silos and offering the

move forward. z z z

appropriate to initiate one. It’s about

opportunity for people to work across departments.

historical knowledge while continuing to

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

10. CHANGING STAFF AND THE HISTORICAL KNOWLEDGE BASE Every district has staff that seem like

they’ve been around since the beginning

Get your booth early for

2O18!

50 California School Business / Summer 2017

Weigh in on our social media sites.

Find links at casbo.org.

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CASBO book club

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Real-world lessons, practical advice for today’s leaders In the digital age, things are moving faster than ever before.

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L E A DE R S HIP

“Powerful” leadership

By Molly McGee Hewitt CEO & Executive Director

Wh e n e v e r i u s e t h e t e r m “powerful,” i find myself checking my word choice. Power is an interesting concept – while many

aspire to have it, others shy away from it

and may even treat it as a negative thing.

Powerful is one of those words that, at

is not something you are born with, but

consequences that can positively and

you grow and mature. As a matter of fact,

and co-workers. Powerful leaders rel-

something that you accept and become as the more you exercise your leadership

skills, the stronger and more valuable they become.

Authentic leaders understand that

any given moment, can have a variety of

who they are is as important as what

Leadership is an opportunity that

handle your personal affairs, respond to

interpretations and connotations.

brings with it possibilities, challenges and

consequences. “Powerful” is an excellent term to use when describing it. For the

purpose of this column, then, “powerful

leadership” refers to the outcomes of a leader’s actions, words and efforts. It

does not limit its definition to a person’s title, areas of responsibility, management

expertise or personality – after all, there are many powerful leaders in school busi-

ness who do not have senior executive

titles or roles that necessarily grant them

they do. How you dress, carry yourself, positive and negative activities, choose your words, handle accolades and criti-

cisms, manage people and projects, and juggle your priorities showcase and exemplify your leadership. This does

position may confer the term “leader”

on you, but it does not necessarily mean

that you exercise leadership. Leadership is about so much more.

Powerful leadership is authentic

leadership. It is about recognizing that you cannot turn leadership on or off in the same way you hit the snooze but-

ton on your alarm clock. Leadership is a

24/7-, 365-day-a-year opportunity. It is something that follows the person and

lead in a manner that positively affects their organizations and colleagues.

Examples of egomaniacal and self-

leaders can be seen daily in the news and

private industry. There is no shortage of bad examples! As a matter of fact, sometimes the actions of these “wanna be”

leaders can make us think twice about be-

recognized. It is about empowering others to achieve.

Powerful leadership is authentic leadership.

Early in my career, I had some very

life. They taught me lessons I can never

would only be true if it was reflected in my life and my actions. If my words and actions were not in concert, they often

gently (and not so gently) called me on it. They also taught me that the more people I assisted and encouraged to suc-

ceed, the stronger and more powerful my leadership influence would be. They taught me the value of accountability and mentorship.

Today, public education at all levels

ing a leader ourselves or may even cause

– and in all departments, units, sites and

leaders are hiding. Often, the reason for

those who “walk the talk.” We need those

us to wonder where the truly powerful

this is that authentic leaders are powerful without showcasing or calling attention to it. As a matter of fact, they may even choose to deflect personal recognition in order to highlight or applaud the accomplishments of others.

Powerful leadership is about doing

is reflected in your personal and profes-

the right things for the right reasons. It

your values, character and orientation. It

words and behaviors have significant

sional life and relationships. It is rooted in

It is about what gets done, not who gets

forget: What I proclaimed or stated I was

and liabilities. They choose to live and

in churches, schools, government and

with me. Having a recognized title or

can and do make powerful contributions.

human beings who recognize their assets

tion a popular management poster with not position.” This has always resonated

forward by it. They understand that they

powerful leaders who influenced my

but it does mean that they are authentic

absorbed people who call themselves

the quote, “Leadership is about action,

ish this opportunity and are propelled

not mean that leaders are perfect people,

authority and power.

For many years, there was in circula-

powerfully affect your families, friends

is about recognizing that your actions,

offices – needs powerful leaders. We need

who seek to empower others, promote positive leadership, and cooperatively

and collaboratively work to accomplish excellent work. We need individuals who

understand that the work before us has significant consequences for the future of our students, our society, our world.

Powerful leaders are those who ask

the question, “If not me, then who?” z z z

California School Business / casbo.org

53

OUT & ABOUT

CASBO’s 2017 Annual Conference & California School Business Expo “ Wherever you go, go with all your heart.” – Confucius We went to Long Beach ... and we sure did go with all our hearts!

54 California School Business / Summer 2017

OUT & ABOUT

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

55

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916.990.9999 www.aosinc.biz cicit@aosinc.biz Tel: 916.990.9999 Fax: 916.990.9991

California School Business / casbo.org

57

L AST WORDS

”

Government agencies are the second most likely entities to be targeted with ransomware attacks, following the education sector.

– Nextgov.com

67 percent of active and passive job seekers say that when they’re evaluating companies and job offers, it’s important to them that the company has a diverse workforce.

Source: Glassdoor

”

Leaders have to be constantly curious and carry a ‘beginners mind’ which is also willing to give up on familiar approaches (unlearning). When thrown into unfamiliar situations, leaders need to learn immersively from those experiences.

– Tanmay Vora

Large companies that have strong leadership promoting innovative technology were 26 percent more profitable than their industry peers and had 9 percent higher revenue.

Source: Entrepreneur

”

The whole purpose of CPRA is to ensure transparency in government activities. If public officials could evade the law simply by clicking into a different email account, or communicating through a personal device, sensitive information could routinely evade public scrutiny.

– California Supreme Court

Ransomware attacks cost victims $24 million in 2015, an amount that rose to $209 million for the first few months of 2016 alone.

Source: FBI

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

Send your favorites to tdavenport @casbo.org.

58 California School Business / Summer 2017

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.

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Piper Jaffray California public finance investment banking offices are located in Los Angeles, San Francisco, Sacramento and Orange County. piperjaffray.com Since 1895. Member SIPC and NYSE. © 2017 Piper Jaffray & Co. 2/17 CM-17-0114

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60 California School Business / Summer 2017