The Illinois School Board Journal, January/February 2016 by IASB Publications

J A N U A R Y / F E B R U A R Y 2 0 1 6

Vol. 84, No. 1

PLUS: EARLY LEARNING • PRESIDENTS’ SURVEY • RUIZ PROFILE

f you attended the 2015 Joint

attended or not, make it a point

headlines on issues that school lead-

Annual Conference — congratu-

to reach out to at least one per-

ers should know about. Even if your

lations, you experienced the nation’s

son whom you have met through

district hasn’t or won’t face a problem,

premier state public education con-

your school board service. Open

knowing what your peers are expe-

ference, and participated in unpar-

an exchange of ideas and experi-

riencing — and what the media are

alleled professional development

ences with them. In the Diversity

covering — is vital.

towards quality public education in

and Inclusion Awareness program,

The Journal is IASB’s source

Illinois.

offered at Conference to school

for more in-depth examinations of

If you didn’t attend the 2015

board secretaries by IASB board

issues in public education. On page

Joint Annual Conference — why not?

development trainers Nesa Brauer

12 of this issue, we begin a series

That is not a rhetorical ques-

and Sandra Kwasa, participants were

on early learning. In the wake of an

tion. Please look for an upcoming

challenged to develop a “Diversi-

IASB collaboration with the Ounce

non-attendee survey so IASB can

ty Partner Action Plan,” in which

of Prevention Fund, school boards

work to improve the Conference and

partners share their personal action

can learn their roles in promoting the

better serve our members’ needs.

plans, and are encouraged to contact

education of their youngest constit-

Also, you can see some of what you

each other within 30 days to discuss

uents. In a future issue, the Journal

missed starting on page 15 of this

their progress.

will examine why early learning is

issue of The Illinois School Board Journal. Although 2015 Conference is over, the conversation doesn’t stop.

No matter the topic, consider

important to K-12 leaders.

reaching out to a new acquaintance

This issue also features an anal-

and allowing new connections to

ysis of the results of a school board

prosper.

presidents’ survey, starting on page

If you did attend and participate in

IASB offers many other resourc-

6. The survey examined what board

the Conference offerings, be sure to

es to continue the public education

presidents consider the key expec-

take what you learned back to your

conversation. For daily updates, visit

tations of superintendents.

community. In his “Wrap It Up”

the Illinois School Board News Blog

Kevin Brown, the keynote speak-

Mini-Clinic, IASB associate exec-

(http://blog.iasb.com/). Replacing the

er at the closing General Session of

utive director for communications

monthly Newsbulletin, the News

t he Joi nt A n nu a l C on ferenc e,

James Russell offered take-home

Blog is a resource for timely delivery

encouraged his audience to see

exercises, and it’s not too late to

of news and information about IASB

opportunities instead of obstacles,

use them. Russell asked Confer-

programs, services, and governance

and possibilities instead of problems.

ence-goers to consider what “Ah-Ha

matters, additional content relevant

Throughout your board service, con-

moments” were experienced, as well

to local school leaders, examina-

sider the possibilities that open up

as identifying knowledge to share

tions of issues and concerns facing

as you take the opportunity to share

with your board and ideas to explore

Illinois public schools, solutions, and

valuable insights and accumulated

with your board and community.

a perspective on education issues not

knowledge with your community.

The C on ferenc e i s a g reat

available anywhere else. The News

place for networking. Whether you

Blog also features a daily roundup of

— Theresa Kelly Gegen, Editor tgegen@iasb.com

TABLE OF CONTENTS

COVER STORY 15 Joint Annual Conference draws thousands to leadership development opportunities Past, present and future attendees can see photographs and read highlights and notes from the 2015 Joint Annual Conference. From school tours to learning labs to Mr. Delicious, the Conference offered practical and poignant advice to today’s school leaders.

FEATURE ARTICLES J A N U A R Y / F E B R U A R Y

Leading into the Future: Perceptions of school board presidents on essential knowledge and skills for superintendents A team of researchers surveyed Illinois school board presidents to find out what the key characteristics are for a successful superintendent. By Jenny Tripses, John Hunt, JoHyun Kim, and Sandra Watkins

12 IASB, Ounce collaborate on early learning document How will we close the achievement gap for the next generation of learners – those who are babies and toddlers now? The Ounce of Prevention Fund has teamed with IASB to offer an Early Learning User’s Guide for Illinois School Boards, with a valuable message about the vital importance of early learning. By Theresa Kelly Gegen

18 Sidebar: Questions a school board can ask to inform early learning strategy 20 Jesse Ruiz guided CPS at critical time Jesse Ruiz, whose tenure on the CPS Board of Education and the IASB Board of Directors is closing, leaves a legacy of sage counsel in tough times. By Gary Adkins

2 0 1 6

Vol. 84, No. 1

ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929, telephone 217/528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 60148-6120, telephone 630/629-3776. The JOURNAL is supported by the dues of school boards holding active membership in the Illinois Association of School Boards. Copies are mailed to all school board members and the superintendent in each IASB member school district. Non-member subscription rate: Domestic $18 per year. Foreign (including Canada and Mexico) $21 per year. PUBLICATION POLICY IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. James Russell, Associate Executive Director Theresa Kelly Gegen, Editor Gary Adkins, Contributing Editor

24 National Board Certification challenges teachers North Palos School District 117 teachers are undertaking the challenge of National Board Certification. By Jim Hook

REGULAR FEATURES Front Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside front cover

Heath Hendren, Contributing Editor Shantel Rotherham, Advertising Manager Kara Kienzler, Design and Production Copyright © 2015 by the Illinois Association of School Boards (IASB), The JOURNAL is published six times a year and is distributed to its members and subscribers. Copyright in this publication, including all articles and editorial information contained in it is exclusively owned by IASB, and IASB reserves all rights to such information. IASB is a tax-exempt corporation organized in accordance with section 501(c)(3) of the Internal Revenue Code.

Practical PR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover

www.iasb.com @ILschoolboards

PRACTICAL PR

#GoOpen: Digital transformation in education By Katherine Brant

Katherine Brant is communications director for Schiller Park SD 81.

n October, the U.S. Depart-

“going open” ever since. The shift

Students are able to connect and

ment of Education launched

toward using openly licensed mate-

engage in ways not offered through

its #GoOpen campaign.

rials occurred out of a necessity to

static pages of a textbook. Textbooks

#GoOpen is about providing

meet the needs of a diverse student

are not dynamic and evolving. The

equitable access for all students. The

body and a commitment to engaging

information found within textbooks

department encourages the use of

students at a high level.

can quickly become obsolete and

openly licensed educational mate-

S u p er i nt e nd e nt K i mb er ly

irrelevant. Open sources provide

rials in schools, and proposes that

Boryszewski and all principals and

real-time, in-the-moment learning

any copyrightable intellectual prop-

assistant principal were teachers

opportunities for students.

erty created with U.S. Department

in District 81 before moving into

of Education funds is created with

their current administrative roles.

Building a 1:1 learning

open license. This initiative solid-

Boryszewski and her team experi-

environment

ifies the commitment to preparing

enced firsthand how using online

One to one (1:1) programming

global citizens and reflects the digital

content and resources transformed

will continue to grow in K-12 edu-

transformation in education.

learning. With a computer in hand

cation. Access to openly licensed

“In order to ensure that all stu-

and Internet access, there was lit-

materials complements technology.

dents — no matter their zip code —

tle that their students could not

District 81 began its initial

have access to high-quality learning

research or create. Currently no

rollout of a 1:1 environment with

resources, we are encouraging dis-

traditional textbooks are used in

Chromebooks for eighth-grade stu-

tricts and states to move away from

any classroom in the district. This

dents. The decision was made to

traditional textbooks and toward

concept is sometimes difficult for

pilot Chromebooks because it was

freely accessible, openly licensed

people to envision. They think that

the device used at the high school

materials,” said U.S. Education Sec-

no textbooks mean no curriculum,

where students attend after leaving

retary Arne Duncan.

but that is not the case.

the district.

Good-bye to textbooks

standards-based curriculum and

S c h o o l D i s t r ic t 81 u s e s a

Schiller Park School District 81,

assessment system. Teachers use

a preschool through eighth-grade

curriculum and pacing guides that

district of just over 1,400 students

lead them through what to teach, but

right outside of Chicago, stopped

the choice of how to teach is their

relying solely on textbooks for

own. This flexibility is why teaching

instruction well over 15 years ago,

with openly licensed materials is so

and has been moving steadily toward

attractive and exciting for educators.

Columns are submitted by members of the Illinois Chapter of the National School Public Relations Association

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2016

Boryszewski now recognizes this

that the best way to engage this

as a mistake. “We decided ‘the what’

generation of learners is with digi-

before ‘the why,’” she explained.

tal experiences. The board approved

“When we asked ourselves why we

allocating funds to procure the iPads.

wanted our students to learn in a

This is an important component of

1:1 environment, the answer was to

#GoOpen for districts to consider

engage them and to offer more voice

because while content of openly

and choice in their learning. Once

licensed materials may be free, the

we realized the why, we were led to

technology needed to access con-

the what.”

tent is not. The board also agreed

The district decided to continue

that providing teachers and admin-

their 1:1 rollout with iPads. School

istrators with targeted professional

District 81 will have a 1:1 environ-

development on how to implement

ment in kindergarten through eighth

the iPads into instruction was a

grade by the 2016-17 school year.

crucial piece.

Board of education’s role

education’s monthly meeting is the

The highlight of the board of The Schiller Park board of edu-

Example of Excellence. It is the

cation’s role in the 1:1 iPad rollout

school board’s opportunity to see

was critical to the success of the

what is happening in District 81

implementation. Board members

schools. Board members continue

visited Apple headquarters with

to be amazed by how the teachers

the superintendent, principals, and

and students are using the iPads and

teacher leaders. They saw firsthand

firm in their decision to support the

how classrooms were being trans-

dig ital transfor mation in their

formed with technology, and realized

school district.

President Phil Pritzker

Treasurer Thomas Neeley

Vice President Joanne Osmond

Immediate Past President Karen Fisher

BOARD OF DIRECTORS Abe Lincoln Lisa Weitzel

Lake June Maguire

Blackhawk David Rockwell

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Barbara Somogyi

Southwestern Mark Christ

Cook South Denis Ryan

Starved Rock Simon Kampwerth Jr.

Cook West Carla Joiner-Herrod

Three Rivers Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

DuPage Thomas Ruggio

Wabash Valley Dennis Inboden

Egyptian John Metzger Illini Michelle Skinlo Kaskaskia Linda Eades

Western Sue McCance Chicago Board Vacant Service Associates Glen Eriksson

Kishwaukee Mary Stith Board of directors members are current at press time.

IASB is a voluntary association of local boards of education and is not affiliated with any branch of government.

J A N U A R Y - F E B R U A R Y 2 0 1 6 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

INSIGHTS

Lessons learned “Six questions were thrown

challenged a hare to a race, with oth-

the story was that “pineapples don’t

out on a statewide test for New York

er animals betting on the pineapple

have sleeves.” Students were confused

eighth-graders in 2012 after an uproar

because they figured the fruit had a

by the story and the follow-up ques-

over a talking pineapple. The read-

trick up its sleeve. In the end, the pine-

tions, including why the animals ate

ing comprehension section includ-

apple didn’t move, the hare won, the

the pineapple. After the New York Daily

ed an essay in which the pineapple

pineapple was eaten and the moral of

News publicized the test section, it was dropped. Which was a tough break for any young test-takers who nailed that section, truly understanding the social dynamics of talking pineapples.”

www.iasb.com OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Jim Helton, Consultant Thomas Leahy, Consultant Dave Love, Consultant Alan Molby, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Assistant Director Advocacy Cynthia Woods, Director IASB OFFICES 2921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831 One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940

— Chicago Tribune, “10 things you might not know about tests,” Mark Jacob and Stephan Benzkofer, November 5, 2015

BOARD DEVELOPMENT/TAG Dean Langdon, Associate Executive Director Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Angie Peifer, Consultant Targeting Achievement through Governance (TAG) Steve Clark, Consultant COMMUNICATIONS/ PRODUCTION SERVICES James Russell, Associate Executive Director Gary W. Adkins, Director/ Editorial Services Jennifer Nelson, Director/ Information Services Theresa Kelly Gegen, Director/ Editorial Services Heath Hendren, Assistant Director/ Communications Kara Kienzler, Director/ Production Services Gerald R. Glaub, Consultant FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director

“A child’s first five years have been found to be a critical period of brain development, laying the foundation for later behavior and learning. Thus, a high-quality learning experience that begins in those earliest years can enhance a child’s readiness to enter the elementary years prepared for success and improve academic performance throughout school, which can be further sustained and enhanced through an integrated learning continuum linking birth through 3rd grade.” — Early Learning User’s Guide for Illinois School Boards, IASB and the Ounce of Prevention Fund, see page 12.

“Heroes help people, with no

Field Services Larry Dirks, Director Perry Hill IV, Director Laura Martinez, Director Reatha Owen, Director Patrick Rice, Director Barbara B. Toney, Director

strings attached. Heroes create an

Policy Services Anna Lovern, Director Nancy Bohl, Consultant Angie Powell, Consultant Brian Zumpf, Consultant

lens of optimism.”

exceptional experience for the people they serve. Heroes take responsibility for their attitude, actions, and results. Heroes see life through the — Kevin Brown, The Hero Effect, Joint Annual Conference keynote, November 22, 2015

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2016

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P R O U D L Y

S E R V I N G

T H E

P U B L I C

S E C T O R

FEATURE ARTICLE

Leading into the future Perceptions of school board presidents on essential knowledge and skills for superintendents By Jenny Tripses, John Hunt, JoHyun Kim, and Sandra Watkins

Jenny Tripses, Ph.D., is a professor and coordinator in the department of Leadership in Educational Administration at Bradley University. John Hunt, Ph.D., is professor emeritus of educational leadership at

hose responsible to ensure

T wo years a go, the Il linois

graduate school superintendent

that all students receive an

A s s o ciat ion of S cho ol B o a rd s

preparation programs. We greatly

education that prepares them to

and four professors who teach in

appreciated IASB’s assistance with

be “career and college ready” rec-

administrator preparation pro-

this research study.

ognize that achieving educational

grams teamed up to find out what

The purpose of the study was to

excellence is no simple matter.

Illinois school board presidents

determine what school board presi-

Dealing with challenges such as

believe successf u l super inten-

dents believe are the competencies

dwindling finances, unfunded man-

dents need to know and be able

and skills superintendents need to

dates, and shifting student popu-

to do. As professors, we believed

work successfully with school boards

lations requires strong teamwork

school board members had valu-

in changing environments. Infor-

between school boards and school

able opinions about superintendent

mation was also sought about what

administrators.

characteristics that could inform

school board presidents believed

Southern Illinois University Edwardsville. JoHyun Kim, Ph.D., is assistant professor of educational leadership at Texas A&M University, Commerce. Sandra Watkins, Ph.D., is a professor of educational leadership in the College of Education & Human Services at Western Illinois University.

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2016

were critical personal and social

counterparts. The characteristics

tops the list is to be expected. School

skills for superintendents.

that female board presidents rated

board members and superintendents

more highly than male were:

are aware of negative public scruti-

All Illinois school board presidents were contacted to participate in

1. Establishing and communicating

ny when schools or districts fail to

an online descriptive research survey.

high expectations for effective

make AYP. One Illinois school board

Of the 869 Illinois board presidents,

teaching and student learning

president noted:

31.8 percent (276) responded. An

around the district’s instruction-

“Superintendents must demon-

impressive 47.8 percent of the respon-

al goals (out of 5 points: males

strate ability and willingness to

dents had served 11 or more years as

4.53, females 4.67)

attract, develop, and retain top

board members. This was an experi-

2. Inspiring and modeling high

administrative talent and set the

enced group of school board presidents

expectations for staff, students,

tone and example for teaching tal-

representing various district types and

and school board members

ent selection and development.

locations in Illinois. Among the 276

(males 4.49, females 4.72)

school board presidents completing

3. Ensuring that financial, human,

2. Inspiring and modeling high

the survey, 41.3 percent represented

and material resources are direct-

expectations for staff, students,

elementary districts, 15.6 percent rep-

ed toward achieving the school

and school board members

resented high school districts, and 36.2

district’s mission, vision, and

percent served unit districts. Another

goals (males 4.37, females 4.61)

The second item, while related to the top item, is a bit broad-

6.9 percent concurrently served on

4. Developing, monitoring, and

er in scope. The superintendent is

elementary and high school boards.

sustaining effective teamwork

expected to inspire and model high

The percent of respondents from

among administrators, teachers,

expectations for staff, students, and

elementary districts was similar to

parents, and school board mem-

school board members in all areas,

the percent of elementary districts

bers (males 4.32, females 4.60)

not just academics. Essentially, the

statewide; high school respondents

5. Demonstrating self-confidence

superintendent is expected to act as

were slightly over-represented and unit

and transparency in leading

a district cheerleader and the district

districts were under-represented (see

the school district (males 4.32,

visionary. It may also be assumed

chart, page 9).

females 4.53).

that while the first item was primar-

The quantitative portion of the

ily focused internally, with a few

survey asked board presidents to

None of the top five characteris-

external implications, this second

respond to 29 questions on a five-

tics are surprising in today’s public

item reaches into the public domain.

point Likert scale. Respondents were

education environment (see chart,

This is the type of superintendent

asked to rate superintendent knowl-

page 11).

behavior that not only inspires those

edge and skills from “unimportant” to

within the district but also tells the

“essential.” In broad terms, the school

1. Establishing and communi-

public that this is a district on the

board presidents who responded to

cating high expectations for

move. One board president stated:

the survey agreed with the qualities

effective teaching and student

“Superintendents should early

included in the survey.

learning around the district’s

on work with the board to determine

instructional goals

what goals are set for the superin-

Statistically, differences in the responses of male and female school

The most highly rated item deals

tendent. Then determine a measure

board members to the survey ques-

with communicating high expecta-

of assessing to what extent the goals

tions were significant. In all ques-

tions for teaching and student learn-

have been achieved within the time-

tions, female board presidents rated

ing. In an era of districts striving

frame agreed to by the board and the

the necessity for knowledge and

to make Adequate Yearly Progress

superintendent. The parties should

skills pertaining to the superinten-

(AYP) under the old No Child Left

meet on a regular basis to discuss

dency more highly than their male

Behind Act (NCLB), the fact this item

progress on goal achievement and

JANUARY-FEBRUARY 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

whether any adjustment to the goals

resources are being directed appro-

and one school board president gave

or the timeframe for achieving the

priately. Especially in Illinois, where

specific advice:

goals is needed. Effective commu-

the state’s financial situation is

“I would say the ability to

nication to achieve a clear under-

questionable, board presidents’

understand the finances of the

standing between the two is crucial

concern in this area makes sense.

school and to succinctly relay that

to this process. Transparency with

Perhaps the only surprise is that it

information to the board, allowing

the board is essential.”

did not receive the highest mean

the board members to intelligently

rating. On the other hand, the fact

make financial decisions.”

3. Ensuring that financial,

that it was not is also somewhat

human, and material resources

encouraging, showing that board

4. Developing, monitoring, and

are directed toward achieving

presidents are still concerned with

sustaining effective teamwork

the school district’s mission,

academic achievement and overall

among administrators, teachers,

vision, and goals

high expectations. It’s not surprising

parents, and school board

Least surprising is the third

that Illinois school board presidents

members

item, which deals with ensuring

rated knowledge of human and fis-

The fourth competency area

that financial, human, and material

cal resources as critical, however,

was related to the superintendent’s responsibility for developing, monitoring, and sustaining teamwork

setting district goals and direction

strategic planning values and beliefs/mission/vision/goals

clarifying the district’s purpose

Setting District

Goals and

Direction

among var ious constituencies. Schools have certainly shifted from a “closed door” scenario to one in which teachers work in team situations. Administrators must work with teachers, parents, and school board members in order to effectively run a school district with all of the challenges existing in today’s educational environment. One Illinois school board president put it this way: “I think the single most important skill that a superintendent needs is a strong sense of teamwork, openness, and collaboration.

Whether you call it Setting District Goals and Direction, strategic planning, or values and beliefs/ mission/vision/goals work, school boards are responsible for clarifying the district’s purpose. An IASB Field Services Director brings expertise about the school board’s role in this work.

For more information, contact your IASB field services director today! Springfield - 217/528-9688 Lombard - 630/629-3776

Our board is only effective because everyone is willing to listen; no one person has all the right ideas. It is very important for board members and superintendents to fully understand their roles. The superintendent needs to let the board set the strategic direction and the vision, and the board needs to let the super-

Field Services

intendent run the show and stay out of the proverbial weeds.”

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2016

Jan/Feb 2016

5. Demonstrating self-confidence

“The ability to problem solve so

and transparency in leading the

that after hearing multiple seem-

school district

ingly dissimilar points of view, the

The results were clear that

The final item among the top five

superintendent can pull out the

school boa rd pre sident s va lue

is the need for a superintendent to

common threads to identify some-

superintendent expertise in all

proposal to get 6-1 or 7-0 even if it takes more time.”

demonstrate self-confidence and transparency in leading the school district. Both traits are extremely important in today’s world. Much can be accomplished by a superintendent with the skills to remain calm

“Gone are the days when a superintendent could operate

and with the ability to reassure staff,

in secrecy or in a vacuum. Today, most individuals are

parents, and community the district

more inspired by openness and invitational behavior.”

is on an even keel and on the correct path. The transparency issue is somewhat related to the previously mentioned skills in teamwork. Gone are the days when a superintendent could operate in secrecy or in a

thing that most or all can accept

items included in the survey. As in

vacuum. Today, most individuals

… Techniques for handling rogue

all complex undertakings, and espe-

are more inspired by openness and

board members (I’m sure there

cially those that involve developing

invitational behavior. One Illinois

must be some), the thought process

and sustaining board/superinten-

school board president noted that

behind when it is worth taking a

dent relationships, the devil is in the

superintendents who can master

principled stand and losing a vote,

details. Research also reports that

the following will likely demonstrate

when it’s OK to accept a 4-3 win,

superintendents and boards must

self-confidence and transparency:

and when it is better to rework a

do the following:

869 School Districts in Illinois

276 Survey Respondents Concurrent 6.9%

Unit districts 45.0%

Elementary districts 43.1%

Unit districts 36.2%

High school districts 11.5%

JANUARY-FEBRUARY 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

Elementary districts 41.3%

High school districts 15.6%

• Pay close attention to shared vision based upon high student achievement;

important to the Illinois school board

develop courses of action to accom-

presidents.

plish common goals.

A significant difference revealed

Effective teamwork, interper-

• Monitor not only progress of

in this study was gender. Female

sonal skills, and leadership skills in

efforts to raise student achieve-

board presidents as a group rated

group processes are implied but not

ment but also the processes used

the competencies as more important

explicit, in standards that mandate

by superintendents and boards

than male board presidents. One

superintendent preparation program

to increase student learning;

way to view this finding might be

design. Our recommendation is that

• Tend to the professional devel-

to teach future superintendents to

superintendent preparation careful-

opment needs of educators

consider differences of perception

ly considers how these competen-

throughout the district as well

based upon gender. We regard this

cies can be taught and developed.

as their own; and

as a limited approach and instead

Some students enter preparation

recommend that superintendent

programs with these skills, oth-

preparation focuses on the need

ers do not. As one board president

• Allocate resources strategically. Superintendent expertise that

to continuously understand and

noted, “A superintendent needs

includes highly developed team lead-

employ practices that value differ-

to be extremely well-rounded and

ership and interpersonal skills was

ent opinions and bring groups to

well-organized. The ability to keep the entire picture at the forefront while also watching all the small parts helps the programming go more smoothly.” Superintendent/school board teams which develop visions based

Policy Services Streamline the preparation, distribution, and publishing of agenda packets.

upon high expectations for student achievement, work to align and sustain efforts to achieve goals, present as a united team, maintain accountability measures, allocate resources based upon goals, understand school improvement, base decisions upon data rather than unsubstantiated stories from constituents, and work hard on their own professional development should experience progress in

An accessible, affordable, and always available online board packet creation service, with digital and/or paper packet viewing.

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Schedule a webinar with Brian Zumpf at 630/629-3776 ext. 1214, bzumpf@iasb.com; or Tony Pintarelli at Tony.Pintarelli@boardbook.org.

skills to constantly work with boards

very difficult. Superintendents without the understanding and necessary will encounter difficulties. That’s a tall order for both superintendents and boards. Preparation programs have to

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T H E I L Lof I Nthe O I SJournal. SCHOOL This ad will run in the Jan-Feb issues

provide future superintendents with the necessary skills to lead diverse groups as school boards tend to

BOARD JOURNAL / JANUARY-FEBRUARY 2016

be. Understanding the difficulties dent noted, “The primary goal for a

The five highest-rated characteristics by board presidents surveyed (by gender):

superintendent to be successful with

On a five-point scale 1=unimportant to 5=essential

involved, one school board presi-

a school board is ethics. I personally have been through all aspects of a district. We hear rhetoric like

1 2 3 4 5

Establishing and communicating high expectations for effective teaching and student learning around the district’s instructional goals

transparency, empowerment, and

4.53 males

more. I believe actions are more important than the words spoken. Boards are a mix of education levels and personalities, which need to be

4.67 females

Inspiring and modeling high expectations for staff, students, and school board members 4.49 males

understood and not manipulated. A board member relies on the integrity, completeness and honesty of the information given.”

4.72 females

Ensuring that financial, human, and material resources are directed toward achieving the school district’s mission, vision and goals 4.37males

The findings of this research

4.61 females

reveal that, among participating Illinois board presidents, female board presidents hold establishing

Developing, monitoring, and sustaining effective teamwork among administrators, teachers, parents, and school board members 4.32 males

and modeling high expectations and

4.60 females

devoting financial, human, and mater ia l resou rces a long w ith

Demonstrating self-confidence and transparency in leading the school district.

focused development, monitoring

4.32 males 4.53 females

and sustaining effective teamwork necessary to achieve those expectations, more highly than male presidents. The last significant difference

related to developing high perform-

related to gender responses in this

ing superintendent board teams.

study relates to the superintendent’s level of self-confidence and trans-

Resources

parency. Other researchers have

Center for Public Education. Eight characteristics of effective school boards. downloaded at http:// www.centerforpubliceducation. org/Main-Menu/Public-education/ Eight-characteristics-of-effectiveschool-boards/Eight-characteristics-ofeffective-school-boards.html

noted gender differences between male and female board presidents and or superintendents. While we recognize the importance of these findings, we also contend that the broader implication is to prepare future superintendents to not only be aware of gender differences within the context of other kinds of differences, but also to focus to a greater extent upon the necessary skills to identify differences in perception a s par t of the context

Marzano, R. & Waters, T. (2009). District leadership that works: striking the right balance. Bloomington, IN: Solution Tree Press. Palladino, J. M., Haar, J. M., Grady, M. L., and Perry, K. (2007). An efficacious theoretical perspective of rural female school superintendents. Journal of Ethnographic and Qualitative Research, 1, 40-49. Richard, J. V. (2006). Leadership behaviors of Ohio school

JANUARY-FEBRUARY 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

superintendents as perceived by board of education members: A re-examination (Unpublished doctoral dissertation). The University of Akron, Akron, Ohio. Rockwood, P. R. (2010). Board and superintendent perceptions of the Illinois professional standards for school leaders critical for superintendent success (Unpublished doctoral dissertation). Iowa State University, Ames, Iowa. Tripses, J., Hunt, J. Kim, J., Watkins, S. Leading into the Future: Perceptions of School Board Presidents on the Essential Knowledge and Skills for Superintendent Preparation Programs. NCPEA Education Leadership Review, Vol. 16, No. 2– November, 2015 ISSN: 1532-0723 Copyright © 2015 National Council of Professors of Educational Administration Van Tuyle, V. (2015). A profile of female Illinois school board presidents and their perceived self-efficacy. NCPEA Education Leadership Review. Vol.16, No.1 – April 2015. ISSN: 1532-0723.

FEATURE ARTICLE

IASB, Ounce collaborate on early learning document By Theresa Kelly Gegen

Theresa Kelly Gegen is editor of The Illinois School Board Journal.

he Illinois Association of School

because “school boards are respon-

The collaboration began in 2014,

Boards (IASB) has partnered

sible for ensuring that all children

and the project came together in late

with the Ounce of Prevention Fund

in their districts succeed in school

2015.

to develop information and guidance

and go on to success in college and

for school boards on the subject of

careers.”

early learning.

“When Roger Eddy became executive director of IASB, we knew he

“The document itself was a

was a long-time champion of the

The Early Learning User’s

result of a tremendous amount of

importance of early learning,” Regen-

Guide for Illinois School Boards

research, primarily from the Ounce,”

stein said. “We also knew that many

offers insights in support

said IASB Executive Director Roger

school board members are interested

of early learning,

Eddy. “The collaboration with us

in being champions for early learn-

was centered on making sure that

ing but could use additional support

the document contained informa-

in playing that role, so together we

tion that would be appropriate for a

developed this guide to meet that

school board, from the governance

need. The content reflects our 30

perspective.”

years of expertise in early childhood

“Board members are leaders

education and IASB’s tremendous

with the long-term interests of their

insight into how school boards really

community at heart,” added Elliot

operate.”

Regenstein, senior vice president

Distilling the information to

for advocacy and policy at the

meet the roles and purposes of school

Ounce of Prevention Fund. “So

boards was crucial to the develop-

this guide is meant to help them

ment of the project.

understand why early learning is

Eddy says his experience as an

important to a strong, comprehen-

educator and administrator helped

sive educational system — and

identify the appropriate issues.

how they can help early learn-

Cathy Talbert, IASB associate exec-

ing succeed in their communi-

utive director of field services and

ties. There’s no one-size-fits-all

policy services, also reviewed the

approach to early learning, so

work to maintain the board member

the guide helps board members

governance role evident in it.

understand the key questions

School districts that invest in

they need to be asking and what

early learning and align early learn-

partners they should engage.”

ing initiatives with their district goals

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2016

Questions school boards can ask to inform early learning strategy As a school board looks to begin

Q: What program-level metrics

Mapping out the funding that

(or continue) thinking about early

for success will be put in place for

exists in the community — partic-

childhood as an element of the over-

early childhood programs?

ularly when looked at in relation-

all district planning process, below

This should be aligned with any

ship to the needs of the district’s

are a few questions to help guide its

other early childhood initiatives in

you nge st ch i ld ren — can offer

thinking:

the community, along with K–12

insight into where there may be

priorities. It is important to ensure

gaps or overlaps that suggest a need

Q: What are the demographics of

that these metrics encourage the

for better coordination.

our community and what types

type of educational environments

of services are available/needed

that are developmentally appropri-

Q: What are the needs of

in the community?

ate for early learners. Districts may

community-based providers in

Having a preliminary under-

also seek to look beyond program

engaging in quality improvement

standing of the needs of the com-

accountability and consider teach-

efforts?

munity and what types of programs

er- or leadership-level accountabili-

Asking community-based lead-

families have or need access to

ty that improves the instruction for

ers what they are lacking in order

shou ld help to in for m a school

young children.

to improve the services they offer

district’s strategy in engaging in

to children and families may help a

early learning. Having this infor-

Q: In what ways can

district identify simple ways it could

mation can also help identify the

the district incorporate

better support existing early learning

types of funding children in the

community-based programs

services.

district may qualify for and can

into its district-wide quality

help a school board create the

improvement efforts?

Q: Is there a shared definition of kindergarten readiness within

best strategy for its community

Whether this is through support-

in relationship to the existing early

ing teacher’s professional practice

learning landscape.

or developing transition planning

Many times early education

process for children, ensuring that

providers simply do not fully under-

Q: What early learning

the entire educational continuum is

stand how the district is measuring

experiences do our children have

considered in a district’s planning

kindergarten readiness or what the

before they come to kindergarten

process can greatly benefit children.

expectations for an entering kinder-

and how are we measuring their

This should take into consideration

gartner may be — and in some cas-

preparedness for kindergarten?

the objectives of the school district

es, kindergarten teachers may have

as well as the needs of the commu-

differing expectations themselves.

nity-based providers.

Ensuring that all professionals who

Identifying the types, quality, and offerings of early learning programs children are attending in your

the community?

support children in the early years

community, if any, can help a district

Q: What funding is the district

have shared expectations for child

design a strategy for the most effi-

already accessing for early

development can go a long way

cient use of funds. Then looking at

childhood or that could be

toward improving services offered

any available kindergarten achieve-

applied to early childhood

to students.

ment data available to the district

efforts? What is already

can help define target areas for future

being accessed by the broader

investment.

community?

JANUARY-FEBRUARY 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

— Excerpted from The Early Learning User’s Guide for Illinois School Boards. http://www.iasb.com/earlylearning/

and community needs can develop

Their research shows that the

direction, then to take a step back

long-term positive outcomes. The

achievement gap — the disparity

and let the administrators do their

collaboration between IASB and

in academic performance between

job. We add an emphasis on com-

Ounce emphasizes that every com-

groups of students — is evidenced

munity engagement, because not

munity is unique, and early learning

long before children are of kin-

only is it important, it’s especially

strategies will differ depending on

dergarten-age. At-risk children

so with early learning.”

the community.

who don’t receive a high-quality

The Early Lear ning User’s

“We concentrated on com-

early childhood education are 25

Guide for Illinois School Boards

mu nity resources,” E ddy said,

percent more likely to drop out

was distributed via postal mail to

“as well as the engagement that

of school, 50 percent more likely

school board presidents and school superintendents. The complete document and executive summary are available, in PDF and digital formats, at iasb.com/earlylearning/. “We hope that this guide will

“If school board members understand the available

help start a lot of conversations

options and the needs of the community’s youngest

around the state about how boards

learners, they can make informed decisions about their

can help their communities build

district’s early learning strategy as part of the broader educational vision.”

stronger systems of early learning that lead to better long-term child outcomes and students that are kindergarten ready,” Regenstein said. “We’re excited to continue partnering with IASB and its members to help those conversations

it takes. The type of engagement

to be placed in special education,

in a community that is related to

and 60 percent more likely to not

early childhood education also rep-

attend college.

go well.” Nex t mont h’s i s sue of Th e Illinois School Board Journal will

resents the type of engagement

The User’s Guide states, “If

feature a study on the importance

that identifies what needs there are

school board members understand

of early learning to educational

in a community, what its resources

the available options and the needs of

outcomes.

are to meet those needs, and then

the community’s youngest learners,

how to fill the gap.”

they can make informed decisions

The Ounce of Prevention Fund

about their district’s early learning

is a Chicago-based nonprofit with

strategy as part of the broader edu-

the mission of giving “children in

cational vision.”

poverty the best chance for success

“This isn’t heavy-handed, and

in school and in life by advocating

it’s not meant to be,” Eddy con-

for and providing the highest quality

tinued. “It’s meant to be infor-

care and education from birth to age

mational, best practices, and to

five.” In addition to directly serving

define leadership in this area from

children and families, the Ounce

a board’s perspective — that’s an

offers research integration, educator

important distinction. The guide

training, advocacy, and educational

offers information on policy to

materials.

do school board work and g ive

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2016

F E A TCU ORVEE RA RS TT IOC RL YE

Joint Annual Conference draws thousands to leadership development opportunities

ore than 83 percent of the

Association services. Topics included

state’s 855 public school

community engagement, superinten-

districts were represented at the

dent evaluation, goal-setting, poli-

2015 Joint Annual Conference, held

cy manual maintenance, recruiting

Nov. 20-22 in Chicago.

school board members, and others.

This was the 83rd meeting of the

The Learning Labs were hosted by

Illinois Association of School Boards,

select vendors in the exhibit hall.

Illinois Association of School Admin-

The pilot program featured in-depth

istrators, and Illinois Association

exhibitor presentations about prod-

of School Business Officials. Total

ucts and services designed to assist

attendance was 9,855. Those regis-

districts looking for solutions. Top-

tered included 3,670 guests, 3,144

ics included electric service, school

board members, 1,494 administra-

safety, classroom technology, impact

tors, 1,224 exhibitors, as well as

of tax caps, healthcare cost manage-

board secretaries, school attorneys,

ment, and others.

regional and state education officials, and other representatives. Professional development is the primary purpose of the Conference, offered through 276 exhibit booths, 99 panel sessions, 32 “Carousel” panels, eight Pre-Conference Workshops, four school tours, three general sessions, as well as the IASB Delegate Assembly, bookstore, and other learning and network ing opportunities. New features at this year’s Conference included 20 “Mini Clinics” and 11 “Learning Labs.” The Mini-Clinics were hosted by IASB and featured short, 20-minute presentations on

JANUARY-FEBRUARY 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

Panel sessions, deliv-

(19; 1,015); student learning (10;

IASB also offered eight Pre-Con-

ered in 90 -minute segments in

919); finance and funding (9; 613);

ference Workshops in half-day or

five different time slots over the

facilities and technology (8; 548);

full-day options that drew 1,074 par-

three-day event, are the staple of

community relations (10 ; 543);

ticipants. Workshop topics included

the Conference. This yearâ&#x20AC;&#x2122;s pan-

a nd newer boa rd member s (3 ;

basics of governance, PDLT/PERA

els drew 9,178 people. The topics

287). The Carousel of Panels had

(mandatory board training), board

and their attendance included the

a total attendance of 632.

presidents, superintendent evalua-

following: governance and leader-

The largest panels by title and

ship (22 panels; 1,379 attended);

attendance were: Effective Negoti-

school law (8; 1,145); governmen-

ation Strategies (277); Legislative

Lic en sed I l l i nois teacher s

tal relations (7; 1,060); current

Issues Impacting Schools (275);

attending as guests or as board

issues (17; 1,027); best practices

Legal Hot Topics (271); TED Talks

members were also able to qualify

(242); Separating Religion and Edu-

for Professional Development Clock

cation (236); Pensions (230); and

Hours and 251 participated.

Administrationâ&#x20AC;&#x2122;s Vision (200).

media, and school finance.

This year, 371 districts sent rep-

Many of the panel sessions pro-

resentatives to the IASB Delegate

vided online handouts and Power-

Assembly to vote on four resolutions,

Point presentations, some of which

to elect officers, and to hear reports

are available from the IASB mem-

from the Association.

bers-only website.

NSBA president John D. Tuttle of Oklahoma visited with IASB past president Carolyne D. Brooks.

tion, using data, closing gaps, social

The keynote speakers at the

There were ot her tra i n i n g

General Sessions were another

opportunities as well, including an

Conference highlight. They includ-

all-day school law seminar for school

ed DeDe Murcer Moffett, Freeman

attorneys and three Pre-Conference

Hrabowski, and Kevin Brown. The

Workshops for Illinois ASBO mem-

general sessions were also where

bers. Two days of specialized train-

awards were given out for school

ing were offered for school board

design, risk management, and indi-

secretaries that included diversity

vidual awards for superintendent,

and inclusion, and 11 panel sessions.

school board president, school

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2016

First General Session speaker DeDe Murcer Moffett: “Make it so that you can’t tell your dreams from reality.”

Freeman Hrabowski, keynote speaker for the Second General Session: “Our kids can do more than we think they can do. We need to bring rigor to the work.”

business official, and school board

booth has also been posted for partici-

secretary. Special guests included

pants to download and share.

the NSBA president, IASB past presidents and executive directors.

The 84th Joint Annual Conference will be held Nov. 18-20, 2016. A

Social media was on prominent

Call for Proposals is now available

display during this year’s Conference,

for local school districts and related

via the hashtag #ILjac15. Many indi-

organizations that want to make pan-

viduals and organizations participated

el presentations

in this online sharing, retweeting and

next year. Informa-

adding their own messages and photos.

tion for exhibitors

Participants who want to help eval-

will be posted in

uate the 2015 Joint Annual Conference

February, while

can go online to complete a survey

housing and regis-

about their experience and activities.

tration forms will

An online gallery of photos taken at

be posted in early

the IASB’s “Ready, Set…Lead!” photo

June 2016.

JANUARY-FEBRUARY 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

Third General Session keynoter Kevin Brown: “Heroes see life through the lens of optimism.”

Newly-elected IASB president Phil Pritzker with his predecessor, Karen Fisher.

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2016

IASB Executive Director Roger Eddy.

#ILjac15 Conference tweets:

The exhibit hall featured Learning Labs (above), vendor presentations connecting school districts with solutions. In the Information Room (left) IASB staff presented Mini-Clinics detailing Association services.

@barbarabtoney, Nov 22 — “If your vision is big enough, the odds don’t matter.” Kevin Brown #ILjac15 @ILschoolboards Nov 22 — “In your hands is what I believe to be the next great generation.” Kevin Brown #ILjac15 @IlliniAmy Nov 21 — My favorite quote of the conference “Teachers touch eternity through their students.” ~keynote speaker Freeman Hrabowski’s mom #iljac15 @kdruben Nov 21 — IL State Super. Dr. Tony Smith speaking at #ILjac15 “We have districts in IL that are struggling to get everyone online. It’s almost 2016.” @nhenkle Nov 21 — Outstanding TED talk by @npolyak and panel on the importance of excellent teaching through technology integration. #ILjac15 @alextvalencic Nov 21 — R. Hernandez: Meaningful family engagement must be integrated across all areas and sustainable across time. #ILjac15 @jlm02 Nov 21 — “It’s not about the device, it’s about the students.” #ILjac15 @rthssupt Nov 20 — 1st keynote speaker at #ILjac15 , don’t let “no” stand in your way of being a great leader. @ILschoolboards

Exhibit hall visitors connected with 1,224 exhibitors in 276 booths. Photos by Robert Levy. A complete gallery of Conference photos is available at www.iasb.com/jac15/gallery.cfm JANUARY-FEBRUARY 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

FEATURE ARTICLE

Jesse Ruiz guided CPS at critical time By Gary Adkins

Gary Adkins is IASB director/ editorial services and editor of the Illinois School Board News Blog.

n Nov. 20, 2015, Chicago Mayor

negotiations and a looming bud-

Association of Illinois, past chair-

Rahm Emanuel announced

get deficit. His appointment was

man of the Hispanic Lawyers Schol-

the appointment of veteran Chicago

announced when the previous chief

arship Fund of Illinois, and past

Public Schools school board leader

executive left the job amid a federal

chairman of the Chicago Committee

Jesse Ruiz to the Board of Commis-

investigation into her role in a con-

on Minorities in Large Law Firms.

sioners of the Chicago Park District.

troversial no-bid contract.

With the appointment effective Jan. 1, 2016, Ruiz stepped down from

But Ruiz stepped in with plenty of experience at his back.

He also serves on the board of directors of Commonwealth Edison Company and on several

the CPS board in December, which

He previously served as chair of

also ended his role as the district’s

the Illinois State Board of Education

representative on IASB’s Board of

from 2004 until 2011. Other service

Ruiz is a lawyer with the firm

Directors after four-plus years.

includes positions on the U.S. Depart-

Drinker Biddle & Reath, LLP. He con-

Fellow IASB directors and Exec-

ment of Education Equity and Excel-

centrates his practice in mergers and

utive Director Roger Eddy thanked

lence Commission, as legal counsel

acquisitions and the representation

Ruiz for his service to the Associa-

to the 14 Illinois

tion at the board’s Nov. 22 meeting.

senators and rep-

“We are truly grateful to have

resentatives who

benefited from Mr. Ruiz’s sage coun-

formed the Illi-

sel and contributions to the Associ-

nois Legislative

ation,” said Eddy.

L at i no C au c u s

Ruiz said his legacy on the Chi-

and the Illinois

cago District 299 Board of Education

Legislative Lati-

has been increasing public access to

no Caucus Foun-

the administration, which reports

dation, and was

directly to the mayor’s office.

appointed to the

“We became more accessible

ABA Presidential

and open. Office hours happened

Advisory Commis-

in the time we were there,” he noted.

sion on Hispanic

In April 2015, Ruiz took on a

Legal Rights and

much greater role at CPS, when

Responsibilities.

he was named interim chief exec-

He is a past pres-

utive officer. This move came at a

ident of the His-

time when the district faced union

p a n ic L aw yer s

other civic and charitable boards and committees.

Jesse Ruiz represented CPS on the IASB Board of Directors, and at the 2015 Joint Annual Conference. Bob Levy photo.

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2016

of public and middle-market com-

corporate and securities lawyer. I

dynamic with my fellow board mem-

panies. He has taught corporate law

can truly say that I drew upon all

bers. As colleagues on the board, we

at John Marshall Law School and

my professional experience, as well

have a unified role to provide over-

received his law degree from The Uni-

as volunteer experience in public

sight and governance to the man-

versity of Chicago Law School, where

education, in performing the duties

agement of the school district. [But]

he served as an editor of the Univer-

of interim CEO of CPS. Of course, no

Overnight, I became the head of that

sity of Chicago Law School Roundta-

one accomplishes much on their own.

management team, so I understood

ble. He received his bachelor’s degree

The relationships I have built over the

that my colleagues now had to chal-

in economics from the University of

years in federal, state, and local gov-

lenge and question me in my role as

Illinois at Urbana-Champaign.

ernment, as well as within the edu-

interim CEO of the district.

The Illinois School Board Jour-

cation community — in Illinois and

nal recently asked Ruiz to share

nationally — were incredibly help-

What was your commitment in

his thoughts on his unique experi-

ful to me. Organizations like IASB

the CEO role?

ence in state and urban educational

help foster these relationships, and

My commitment, and the com-

leadership.

spread best practices around public

mitment of my law firm, was that I

education, so they too are invaluable

would give 110 percent to the job.

What did you learn from your

resources for school board members,

It has awesome responsibilities for

stint as CEO of CPS?

especially ones who end up becoming

almost 400,000 students and tens

the CEO of their school district.

of thousands of teachers, admin-

I’ve served on school boards and commissions at the local, state, and

As far as wearing two hats, the

istrators, and employees, and the

federal level for over 16 continuous

mayor wanted me to stay on the

administration of a $5.7 billion

years, and have learned a great deal

board following my time, so this is

budget. Let’s just say there were a

about public education during that

why I did not resign from the vice

number of [times] last summer when

time. That said, all those experiences

presidency of the board to assume

the thought of it would wake me up in

did not fully expose me to all the issues

the interim CEO role.

the middle of the night and make me

I had to manage as the interim CEO

think about what could go wrong, and

of the third largest school district in

What was the dynamic of that

America. It is a very complex organi-

experience?

zation with many constituencies.

It was pretty intense. On a moment’s notice, I had to step out

what I could proactively do about it. How did you go about learning to lead the district?

Why were you chosen as acting

of my day-to-day role at my law firm,

My time chairing the State Board

CEO, and asked to wear two hats

and an 18-year law practice, and

of Education and serving as vice pres-

by staying on as vice president of

start putting in 10- to 12-hour days

ident of the Chicago Board of Educa-

the board?

in the CEO’s office of Chicago Public

tion gave me the broad knowledge of

I believe I was chosen because

Schools. I had not previously worked

school district functions and oper-

of the experience I have had in pub-

in the public sector; it was a chal-

ations. Having worked in a number

lic education in Illinois, as well as

lenging but yet extremely rewarding

of other organizations also gave me

the other management and legal

experience. I will always be grate-

the general organizational skills I

skills I bring. Early in my career, I

ful to Mayor Emanuel for having the

also had to draw upon. That said, an

was part of a turnaround team of a

faith in me to [lead] Chicago Public

organization the size of CPS depends

large steel company. Following law

Schools at a critical juncture.

on a number of great managers, lead-

school, I worked as an operations

With regard to also serving as

ers, and a board. All help run it on a

management consultant with a global

vice president of the board, I agreed

day-to-day basis and guide its work.

management-consulting firm, prior

not to vote on any matters while serv-

CPS is a mayoral control district, so

to joining my current law firm as a

ing as interim CEO. It did change the

there are folks at City Hall who also

JANUARY-FEBRUARY 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

help guide our work, especially Mayor

in fact it is dead last of all the 50

full-time basis. And of course, school

Emanuel, who would check in often

states. We must do better in Illinois

board members and volunteer inter-

to ensure things were going well. So

to support our students and schools.

im CEOs do not earn a pension as a

while I “quarterbacked the team” for

result of their school board service.

a while, there is in fact a team — ded-

What is the most misunderstood

icated public servants who lead the

fact about you or your tenure

In what ways can that experi-

district every day. I was privileged

there?

ence be applied or informative to other school districts?

to be allowed to be a part of it on a

Well, some folks believe that

full-time basis this past spring and

school board members are paid pub-

I think my experience taught me,

summer.

lic employees, and do not realize that

and I believe this is also applicable to

we are, in fact, volunteers. When I

a large organization like CPS, that we

What was the biggest issue you

was named interim CEO, I saw a

always have to be prepared and plan

faced?

number of comments on newspaper

for the unexpected. This is of course

Unfortunately, an issue the

sites and other social media about

by definition very difficult, because

district is still facing; its budget

the raise in compensation I was likely

how do you plan for the unexpected?

challenges. This is not unlike the

going to receive upon becoming CEO,

I believe it starts with a disciplined

challenges some other districts

and the pension I would earn. In fact,

approach to management and oper-

across the state face, because our

I served as the interim CEO of CPS

ations. Having good plans, detailed

state is not leading when it comes

as a volunteer; my law firm donated

records, and good management tools

to state support of public education;

my time for me to work there on a

and practices that can help guide an organization in challenging times, especially when a leader is abruptly changed. Good leaders manage their organizations so that they can one day run well without them, and train

DIVISION MEETINGS

and groom several successors who can replace them in a time of crisis.

Did you benefit from the Joint Annual Conference? Were you unable to attend?

What did you change at CPS? As the interim CEO, my top priority was to keep the academic

Learning is not just a once-a-year opportunity. Attend IASB Division Dinner Meetings and Division Governing Board Meetings. Continue learning closer to home.

progress of the district moving forward and not make big institutional changes which would be more appropriate for the next CEO to make.

Division meetings allow you to network, develop professionally, recognize peers, participate in association governance, and learn about IASB resources.

That said, I was given this once-ina-lifetime opportunity, so I did take advantage of it to address one issue

Field Services

that had concerned me. I had heard that there were some issues in providing the legally mandated services to ELL [English Language Learner]

For locations near you, visit www.iasb.com/calendar/

students. So I ordered an audit of the entire district to make sure that we were in fact providing ELL students

Jan/Feb 2016

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2016

with the services they were legally

to the hiring of Chris Koch as super-

this is common among school board

entitled to. I hope this leads to lasting

intendent. I believe our search pro-

members, part of the DNA of a person

change in how we provide these ser-

cess set the bar for how to conduct a

who seeks service on a school board.

vices that will benefit these students

nationwide search for such a critical

and our district.

position. ISBE board members spent

Where is public education headed in

countless hours receiving input from

Chicago and throughout the state?

What are you most proud of

stakeholders across the state on the

The adoption of the Common

accomplishing there?

criterion for the ideal superinten-

Core, and corresponding new assess-

I am proud that when Mayor

dent. We also interviewed a number

ments, continues to keep the focus

Emanuel asked for my help, I could

of highly qualified candidates and

on preparing all our students to be

answer his call to service at a critical

deliberated carefully in finally select-

college and career ready. Unfortu-

time. I work at a law firm, Drink-

ing Chris. Chris served with honor

nately, this simply isn’t the reality

er Biddle & Reath, LLP, which val-

and distinction for over eight years,

today for every student in every

ues public service and “walked the

becoming one of the longest-tenured

school across Chicago or Illinois. We

talk” by donating my time for three

state superintendents in the nation.

need to continue to support schools

months so I could serve as the inter-

It was good for Illinois to have his

and districts that are achieving good

im CEO. I am also proud that I was

dedicated leadership and talent for a

outcomes for their students and look

able to bring stability and continuity

sustained period of time. I’ve heard

to provide additional systems of sup-

to the district at a crucial time. Final-

said that the most important job of a

port to those schools and districts

ly, I am proud that when I had the

school board is selecting the superin-

that are strug gling. Technology

opportunity to address an ongoing

tendent, and I believe that the ISBE

will also continue to influence how

issue with ELL students, I took it and

board in April 2007 nailed it.

students learn, and we will have to

finally got it addressed.

adapt to the changing needs of our You also serve on the board of IASB;

students, so that they are prepared

You also served on the State

is there something unique you have

to navigate the 21st-century econo-

Board of Education; what did

taken from the experience?

my. This will bring some challenges,

you learn from that experience?

Yes, there is a great deal of hard

but I also hope the opportunity to

I learned that there are tremen-

work put forth to develop systems of

provide new learning opportunities

dous educators, administrators, and

good governance on school boards

in every school in our state through

school board members all over our

that yield better results. Strong

expansion of technology.

great state, and that with adequate

attention to detail and sound pro-

support they can do an amazing job

cesses for optimal decision-making

What is the biggest impediment

preparing our students for college and

are learnings I have shared with the

faced by public schools today?

careers. I had the privilege of serving

CPS board, and other boards I sit on.

While we continue to face chal-

with a number of great colleagues over

Also, I was the only non-elected

lenges, in Chicago and across the

the years on the ISBE board, who are

school board member on the IASB

state, I am optimistic that we are

all passionate about trying to improve

board. While that does distinguish

mak ing gains, albeit never fast

education across our state.

me from others, the differences end

enough. I have great hope that we

there. What unites us is a passion to

as Illinoisans will come together to

What are you most proud of

help our communities and the stu-

address our funding issue, and

accomplishing there?

dents in our schools. It is also like a

finally implement a funding system

I often comment that one of my

second family in terms of the caring

that adequately and equitably sup-

proudest achievements as chair of

and consideration that everyone has

ports all our students and schools.

the ISBE board was leading an open

for each other. It is a unique board

It’s in all of our best interest to get

and inclusive search process that led

in that sense, but then again, I think

this right.

JANUARY-FEBRUARY 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

FEATURE ARTICLE

National Board Certification challenges teachers By Jim Hook

Jim Hook is communications director in North Palos SD 117.

en teachers from Nor th

has six NBCTs, including Marilyn

teacher, teaches the class. Previ-

Palos School District 117 are

Marino, the district’s first teacher

ously, teachers were on their own

embarking on a two-year journey

to receive the distinction in 1999,

and attended classes at off-site

that will challenge them and force

who now serves as the district’s

locations. Marino said her cohort

them to reflect on their craft as they

mentor-coordinator.

met in Springfield, which made

strive to become even better teach-

One advantage this cohort will

things a bit more difficult. She

ers while earning their profession’s

have is that they will collaborate

said having familiar faces in class

highest honor.

and take classes together after

with whom to bounce ideas off

These teachers will meet month-

work for t wo hours at a school

should be helpful, but it won’t take

ly as a cohort while collaborating

in the distr ict, Dor n S chool.

away from the rigor associated

on the shared goal of becoming a

Kim Dignin, a reading specialist

with the program.

National Board Certified Teacher

at Conrady Junior High School

“It’s tough,” she said. “They

(NBCT). Currently, District 117

and a National Board Cer tified

have their work cut out for them.

Top row – left to right: NBC instructor Kim Dignin, principal Eileen McCaffrey, Stephanie Calahan, Shadia Salem, Carrie Stacy, Brian Boam, Samar Abousalem, Front row (Left to right), Michelle Naumann, Jennifer McCormick, Andrea Hogan, Kate Brody Webb, Amanda Leyden.

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2016

But when they finish, they will have

is a profession of more than three

student achievement across the

an immense feeling of personal sat-

million practitioners.

country. Research has shown that

isfaction while knowing that they

Michelle Naumann, who is in

will be better educators to better

her 13th year as a teacher in the

educate their students.

the students of NBCTs outperform their peers in other classrooms.

district, said she is excited about

Marino spoke of the transfor-

“Looking back, I honestly don’t

participating in the program and

mative nature of the certification

know why I did it,” Marino said. “I

hopes it will help her become an

process as it increased her focus on

guess I looked at it as a personal

even more effective teacher to her

reflection, collaboration, and ongoing

challenge.”

students.

improvement to help her meet the

After the group’s first meeting,

“I think this will provide us with

some were asking the same question

a different way of looking at our pro-

Marino did nearly 20 years earlier.

fession,” she said. “I’m hoping this

“Personally speaking, I think

“Why are we doing this?” said Jen-

will allow me to reflect even more

this process helped me become

nifer McCormick. “I guess I have

on the individual needs of my kids

much more of a well-rounded teach-

some doubt in my head as to why.

while rejuvenating my enthusiasm

er,” Marino said. “The engagement

There are a million other things

for teaching.”

with the kids is so important. In my

going on in my life.”

needs of the diverse learners in their classrooms.

Because District 117 was able

mentoring role now, I love going

Dignin told the group that they

to secure a cohort of 10 teachers

into the classrooms and observ-

will “be giving up something,” but

to participate, the $1,900 fee (per

ing and then making suggestions

that the process will be well worth

person) was paid for by the National

to help them become even better

it in the end. She said she thought

Board Resource Center at Illinois

educators.”

about quitting many times. “I guess

State University, which supports the

I also looked at this as a personal

program in the state.

The National Board Certification process offers educators an

challenge,” Dignin said. “The feel-

Nau ma n n is joined by Br i-

option in terms of completing the

ing I got when I accomplished my

an Boam, Shadia Salem, Samar

program. Some finish it in a year

goal was incredible.”

Abousalem, Jennifer McCormick,

or two while others may choose to

She said the NBC process came

Andrea Hogan, Carrie Stacy, Kate

complete the program over sever-

about because teachers were not

Brody Webb, Stephanie Calahan,

al years, depending on schedules.

viewed as professionals, like law-

and Amanda Leyden. Leyden said

Participants take tests and submit

yers and engineers. “Completing

she considered participating in the

portfolios and videos showing the

th is prog ra m you are l icensed

program a few years ago, but decided

teachers in their classrooms apply-

to teach in all 50 states,” Dignin

against it after realizing the nearly

ing their craft. While maintaining

said. “I have to tell you that when

$2,000 cost.

the same level of rigor, the process

I became National Board Certified,

Since 1987, the National Board

I looked at all the job prospects in

has established the profession’s

Hawaii.”

definitive standards of accomplished

is grouped into four components: Content knowledge

Teachers across Illinois and

practice and created a system to

In this computer-based assess-

the country realize the benefits

determine whether teachers meet

ment, teachers must demonstrate

of enduring the certification pro-

those high and rigorous standards.

knowledge of and pedagogical prac-

cess. When Marino completed the

Created for teachers, by teachers,

tices for teaching their content area.

program there were 2,000 NBCTs

National Board Certification is a vol-

They must also evidence knowledge

throughout the country. Today,

untary, performance-based, peer-re-

of developmentally appropriate con-

that number is more than 100,000.

view process that recognizes the

tent, which is necessary for teaching

However, that percentage is still

complex nature of teaching. NBCTs

across the full range and ability level

relatively small given that teaching

are having a significant impact on

of their chosen certificate area.

JANUARY-FEBRUARY 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

Differentiation in Instruction This classroom-based portfo-

Teaching Practice and Learning

Effective and Reflective

Environment

Practitioner

lio entry is primarily comprised

This classroom-based portfolio

This is another portfolio-based

of samples of student work and

entry requires video recording of

entry that requires evidence of the

an accompanying written com-

interactions between teacher and

teacher’s impact across profession-

mentar y. Teacher par ticipants

students. Participants also submit

al responsibilities as an educator,

subm it selected work sa mple s

a written commentary describ-

including students, peers and com-

that demonstrate the students’

ing, analyzing, and reflecting on

munity.

growth over time and a written

teaching and interactions. Both the

National Board Certification

commentary that analyzes their

video and the written commentary

work is guided by five core propo-

instructional choices.

demonstrate how to engage stu-

sitions, which state what the board

dents and impact their learning.

values and believes should be honored in teaching and school counseling. Those five core propositions include the following: • Teachers are committed to students and their learning; • Teachers know the subjects they teach and how to teach those subjects to students; • Teachers are responsible for managing and monitoring student learning; • Teachers think systematically about their practice and learn from experience; • And teachers are members of learning communities. In North Palos District 117, participating teachers meet weekly at

The IASB Executive Search Team… • Facilitates executive searches which includes superintendent, assistant superintendent, business manager, principal, and director search services

each of the schools in Professional Learning Communities to collaborate and determine best practices

• Considers the “big picture” in the search process and school district governance

to employ that will help every child

• Represents the interests of the client school districts

teachers who are having success

• Assists client school districts build an effective relationship with the new executive • Acts with integrity and in the spirit of trust

be successful. Collaboration allows with students in their classrooms to share their insights with other teachers who may be struggling to get through to students in their

FOR INFORMATION CONTACT: 2921 Baker Drive One Imperial Place Springfield, IL 62703 1 East 22nd Street, Suite 20 217/528-9688, ext. 1217 Lombard, IL 60148 630/629-3776, ext. 1217

Jan/Feb 2016

www.iasb.com/ executive

classrooms. And it’s been the road most traveled to reach academic success in North Palos School District 117.

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2016

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Chapters include: Understanding the Law; The School Office: The First Line of Contact; Compulsory Attendance, Residency, Enrollment and Withdrawal; Safeguarding and Maintaining Student Records; School Safety and Student Welfare; Managing Student Medical Needs and Medications; Immunizations, Health, Dental and Vision Requirements; Special Student Populations; Handling Money and Student School Account Management; Transportation and Related Issues; and Employment Issues and Rights. Published 2015 by the Illinois Principals Association

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Milestones

continued from page 32

In memoriam R. Harley Bastian, 100, died

John Patrick Fox, 71, died October

She represented the DuPage Division

November 15, 2015. He formerly

27, 2015. He served for over 16 years

as an officer of the Illinois Associa-

served on the Hinckley grade school

as a member of the Abingdon School

tion of School Boards.

district board of education.

Board, holding the positions of secre-

James L. Jezl, 96, died Novem-

John R. Cooper, 99, died Octo-

tary for six years and president for four

ber 13, 2015. He previously served

years. He served as the legislative chair

on the St. Charles School Board. A

on the school board for Williamsville

for the Western Division of the Illinois

chemist, he authored or coauthored

CUSD 15 for several years.

Association of School Boards.

over 100 patents, many internation-

Galen Leon Davis, 93, died Octo-

Richard F. “Rich” Gallivan, 82,

ally licensed. After his retirement

ber 27, 2015. He was a former member

died October 22, 2015. He formerly

in 1986, he authored various books

of the Du Quoin School Board and

served on the Tolono school board.

of fiction, science, and technology.

a high school English and History teacher at Du Quoin High School. Phyllis Eileen Fritch DesLauriers, 82, died October 28, 2015. She

Eric Michael Goldbranson, 51,

Rut h Ma r y K i lby, 85, died

died October 12, 2015. He served as

November 11, 2015. She served on

a District 61 School Board member

the Virginia School Board of Educa-

for six years.

tion for two terms from 1966 to 1972.

served 14 years on the Hawthorn

Edward Peter “Ed” or “Doc”

Sadie Kimmell, 83, died October

School District Board of Education.

Grogg, 80, died October 14, 2015.

11, 2015. She had been a board mem-

Robert Stanley Emel, 83, died

He served on the Mahomet-Seymour

ber for the Diamond grade school

November 24, 2015. He had served

CUSD No. 3 Board of Education for

district for several years.

on the Sullivan school board.

seven years. A physician, Grogg was

Anita Lynn Kopko, 51, died

Gary David Fleming, 64, died

a pioneer in the field of sports med-

November 22, 2015. An attorney, she

October 29, 2015. He had served on

icine and was the medical director

had formerly served on the Ottawa

the Marseilles Elementary School

for the Prairie State Games.

Township High School District 140

Board for 18 years and was currently

James P. Highland, 92, died Novem-

Board of Education.

ber 14, 2015. He formerly served on the

Edward “Bud” Kunzeman, 91,

C a rl L . F let c her, 45, d ie d

school board for Pecatonica CUSD 321.

died November 14, 2015. He previous-

November 7, 2015. He was a board

Glenn L. Hughes, 89, died May 28,

ly served as a school board member

member for St. George Elementary

2015. Hughes served for eight years on

School, St. George CCSD 258, Bour-

the Freeport SD 145 Board of Education.

Orville T. Ladage, 87, died Octo-

bonnais, and served as IASB’s Three

Susan M. Jensen, 60, died Sep-

ber 6, 2015. He was a member and

Rivers Division Director-at-Large.

tember 18, 2015. She was passionate

past president of the Waverly CUSD

He was a professor of communica-

about education and literacy, dedi-

6 Board of Education.

tions at Olivet Nazarene University,

cating 26 years to the school board of

Velde “Swede” Lee, 84, died

Bourbonnais.

Queen Bee SD 16, Glendale Heights.

October 21, 2015. He served on the

board president.

for Winchester CUSD 1.

East Peoria District 86 school board for several terms. Marvin L. Martin, 93, died Octo-

ADVANCING PUBLIC EDUCATION

ber 23, 2015. Dedicated to community

IASB Service Associates provide quality products and services for schools. Membership is by invitation only. A list of Service Associate firms is on the IASB website and in this Journal.

November 23, 2015. He was past

service, Martin served as a member of the Ashland school board for 16 years. George A. McCabe, 95, died president of the Bartonville grade school district board.

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2016

Helen Harris McClelland, 63,

Elizabeth “Betty” Mueller, 68,

John W. Schmitt, 98, died Novem-

died October 14, 2015. She was a for-

died October 1, 2015. She formerly

ber 6, 2015. He was a former member

mer member of the Board of Direc-

served on the Mt. Carroll school board.

of the Thomson school board.

tors of the Illinois Association of

Harold Wayne Necessary, 82,

Allen L. Terry, 70, died Novem-

School Boards, serving from 2003 to

died November 20, 2015. He was a

ber 6, 2015. He previously served as

2008. McClelland was a sitting school

past Heyworth school board member.

a member of the Nettle Creek school

board member for the Country Club

Donn C. Pierce, 76, died Octo-

Hills SD 160 Board of Education at

ber 11, 2015. He was a past president

William H. “Bill” Underwood,

the time of her passing.

of the Bloomington District 87 Board

71, died October 30. 2015. He was a

of Education.

past member of the Warren School

Thomas “Vince” McGinnis, 78,

board for eight years.

died August 22, 2015. He was a past

Byron R. “Barney” Preston, 84, died

Board of Education for 21 years, serv-

president of the Tri-Point CUSD 6J

November 27, 2015. In the 1960s, he was

ing as president for eight years and

Board of Education, Kempton.

the mayor of Baldwin and served on the

as chair of the Western Division of

school board for Red Bud District 132.

Illinois Association of School Boards.

George Carl Montalbano, 87, died October 2, 2015. A great believer in

Barbara Leske Roob, 79, died Octo-

Percy Vesper man, 85, died

education, he formerly served on the

ber 29, 2015. She was previously a school

November 13, 2015. He had served on

Mount Prospect SD 57 school board.

board member of Northbrook District 28.

the Mount Carroll school board.

Policy Services Custom, in-district services and workshops to assist your board with all aspects of its policymaking role Development – Policies that provide for good board processes, a strong board-superintendent relationship, appropriate direction and delegation to the superintendent, and district ends. Updating – Policies that are current with legal requirements and provide for effective board governance.

Review – A process that assures board policy continues to accurately support the board’s mission, vision and goals. Monitoring – A process that assures board policy is being followed and is having the intended effect. Communicating – A process that allows easy access to current board policy by the board, staff, students, parents and the community.

If your board needs assistance in any of these areas, contact IASB policy services today! Phone: 630/629-3776 or 217/528-9688, ext. 1214 or 1125 Email: bzumpf@iasb.com or alovern@iasb.com

Jan/Feb 2016

JANUARY-FEBRUARY 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

A Directory of your IASB Service Associates ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake - 847/223-4804 FANNING/HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools. Oak Brook - 847/292-1039 FARNSWORTH GROUP — Architectural and engineering professional services. Peoria - 309/689-9888 FGM ARCHITECTS, INC. — Architects. Chicago - 312/942-8461; Oak Brook - 630/574-8300; O’Fallon - 618/624-3364; St. Louis, MO - 314/439-1601 website: www.fgmarchitects.com GREENASSOCIATES, INC. — Architecture/construction services. Deerfield - 847/317-0852, Pewaukee, WI - 262/746-1254; website: www.greenassociates. com; email: greig@greenassociates.com

IASB Service Associates are businesses which offer school‑related products and services and which have earned favorable reputations for quality and integrity. Only after screening by the Service Associates Executive Committee is a business firm invited by the IASB Board of Directors to become a Service Associate.

HEALY, BENDER & ASSOCIATES, INC. — Architects/Planners. Naperville, 630/904-4300; website: www.healybender.com; email: dpatton@healybender.com HURST-ROSCHE, INC. — Architecture, engineering, planning, and interior design. Hillsboro - 217/532-3959; East St. Louis - 618/3980890; Marion - 618/998-0075; Springfield - 217/787-1199; email: dpool@hurst-rosche.com JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529; website: www.JH2B.com KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia - 630/406-1213 LARSON & DARBY GROUP — Architecture, Engineering, Interior Design, and Technology. Rockford - 815/484-0739, St. Charles 630/444-2112; website: www.larsondarby.com; email: snelson@ larsondarby.com

Appraisal Services INDUSTRIAL APPRAISAL COMPANY — Building and fixed asset appraisals for insurance and accounting purposes. Oak Brook 630/827-0280

Architects/Engineers ALLIED DESIGN CONSULTANTS, INC. —Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355 ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture, and environmental consulting. Lombard - 630/495-1900; website: www.arconassoc.com; email: smchassee@arconassoc.com BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: www.berg-eng.com BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur - 217/429-5105; Champaign - 217/3569606; Bloomington - 309/828-5025; Chicago - 312/829-1987 BRADLEY & BRADLEY — Architects, engineers, and asbestos consultants. Rockford - 815/968-9631; website: www.bradleyandbradley.net CANNONDESIGN — Architecture, Interiors, Engineering, Consulting. Chicago - 312/332-9600; website: www.cannondesign.com ; email: sbrodsky@cannondesign.com; gkacan@cannondesign.com CM ENGINEERING, INC. — Specializing in ultra efficient geoexchange HVAC engineering solutions for schools, universities, and commercial facilities. Columbia, MO - 573/874-9455; website: www.cmeng.com CORDOGAN CLARK & ASSOCIATES — Architects and Engineers; Aurora - 630/896-4678; website: www.cordoganclark. com; email: rmont@cordogan clark.com DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture, and engineers. Peoria - 309/282-8000; Chicago 312/660-8800; Elgin - 847/695-5480; website: www.dewberry.com DLA ARCHITECTS, LTD. — Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca 847/742-4063; website: www.dla-ltd.com; email: info@dla-ltd.com DLR GROUP — Educational facility design and master planning. Chicago - 312/382-9980; website: dlrgroup.com; email: tsjolander@dlrgoup.com 30

LEGAT ARCHITECTS, INC. — Architectural and educational planners who specialize in creating effective student learning environments. Chicago - 312/258-1555; Oak Brook - 630/990-3535; Crystal Lake - 815/477-4545; website: www.legat.com ; email: rrandall@legat.com PCM+D — Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting and related services. East Peoria - 309/694-5012 PERKINS+WILL — Architects; Chicago - 312/755-0770 RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford - 815/398-1231 RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: www.ruckpate.com; email: info@ruck pate.com SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design, and asbestos consultants. Springfield - 217/585-9111 STR PARTNERS — Architectural, interior design, planning, cost estimating, and building enclosure/roofing consulting. Chicago 312/464-1444 TRIA ARCHITECTURE — Full service architectural firm providing planning, design, construction observation, and interior design. Burr Ridge - 630/455-4500 WIGHT & COMPANY — An integrated services firm with solutions for the built environment. Darien - 630/696-7000; website: www.wightco.com; email: bpaulsen@wightco.com WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899. Fairview Heights - 618/624-2080 WOLD ARCHITECTS AND ENGINEERS — Specializing in PreK-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management. Palatine - 847/241-6100

Building Construction CORE CONSTRUCTION — Professional construction management, design-build, and general contracting services. Morton - 309/2669768; website: www.COREconstruct.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison - 630/628-8500; website: www.fquinncorp.com

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2016

HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea - 618/277-8870 MANGIERI COMPANIES, INC. — An agent construction management service with general contractor capabilities. Peoria - 309/688-6845 PEPPER CONSTRUCTION COMPANY — Construction management and general contracting services. Barrington - 847/381-2760 POETTKER CONSTRUCTION — Construction management, designbuild, and general contracting services. Hillsboro - 217/532-2507 S.M. WILSON & CO. — Provides construction management and general construction services to education, healthcare, commercial, retail, and industrial clients. St. Louis, MO - 314/645-9595 TRANE — HVAC company specializing in design, build, and retrofit. Willowbrook - 630/734-6033

Computer Software CHALKABLE — Education Data Management. Mobile, AL - 800/8440884; website: www.chalkable.com; email: jporter@chalkable.com

Consulting SEGAL CONSULTING — A comprehensive array of consulting services including Health and Welfare; Retirement Plan; Claims Audit; Compliance; Communications; Administration and Technology; and Compensation and Bargaining. Chicago 312/984-8512

Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Controls, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford, Springfield, Champaign: toll-free 866/ALPHA-01 (866/252-4201); website: www.alphaACS.com; email: info@alphaacs.com CTS-CONTROL TECHNOLOGY & SOLUTIONS — Performance contracting, facility improvements and energy conservation projects. St. Louis, MO - 636/230-0843; Chicago - 773/633-0691; website: www.thectsgroup.com; email: rbennett@thectsgroup.com DEFRANCO PLUMBING, INC. — Plumbing service work including rodding, sewer camera work, domestic water pumps, testing rpz’s, green technology as related to plumbing. Palatine - 847/438-0808 ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca - 630/773-7203 GCA SERVICES GROUP — Custodial, janitorial, maintenance, lawn & grounds, and facility operations services. Downers Grove - 630/629-4044 GRP MECHANICAL CO., INC. — Performance contracting, basic and comprehensive building renovations with a focus on energy and mechanical maintenance services. Bethalto - 618/779-0050 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting, and security. St. Louis, Mo 314/548-4136; Des Plaines - 847/770-5496; Maryland Heights, MO - 314/548-4501; email: Doc.Kotecki@Honeywell.com; Kevin. Bollman@Honeywell.com

Financial Services AMERICAN FIDELITY ASSURANCE COMPANY — Specializing in Section 125 compliance, 403(b) plan administration, flexible spending accounts, health savings accounts, dependent audits, and health care reform. Fairview Heights - 855/822-9168 BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights - 618/2064180; Chicago - 312/281-2014; email: rvail@bernardisecurities.com EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Chicago - 312/638-5260; website: www.ehlers-inc.com; email: slarson@ehlers-inc.com FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington 309/829-3311; email: paul@firstmidstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria - 309/685-7621; website: www.gorenzcpa.com; email: tcustis@gorenzcpa.com ICE MILLER, LLP — Nationally recognized bond counsel services. Chicago - 312/726-7127 KINGS FINANCIAL CONSULTING, INC. — Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections. Monticello - 217/762-4578 MATHIESON, MOYSKI, AUSTIN & CO., LLP — Provides audit, consulting and other related financial services to Illinois school districts, joint agreements and risk pools. Wheaton - 630/653-1616 SIKICH, LLP — Professional services firm specializing in accounting, technology, and advisory services. Naperville — 630/364-7953 SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago - 312/346-3700; website: www.speerfinancial. com; email: dphillips@speerfinancial.com STIFEL — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; referendum and legislative assistance. Edwardsville - 800/230-5151; email: noblea@stifel.com WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago - 312/364-8955 WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont - 630/560-2120

Human Resource Consulting BUSHUE HUMAN RESOURCES, INC. — Human resource, safety and risk management, and insurance consulting. Effingham - 217/342-3042; website: www.bushuehr.com; email: steve@ bushuehr.com

Insurance THE SANDNER GROUP CLAIMS MANAGEMENT, INC. — Third party administrator for workers’ comp and insurance claims. Chicago - 800/654-9504

Office Equipment

IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington - 309/828-4259

FRANK COONEY COMPANY, INC. — Furniture for educational environments. Wood Dale - 630/694-8800

ILLINOIS ENERGY CONSORTIUM — Sells electricity and natural gas to school districts, colleges, and universities. Buffalo Grove 847/567-3051

Superintendent Searches

OPTERRA ENERGY SERVICES — Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities, increase safety, security and efficiency, reduce operations costs, and maximize the lifespan of critical assets. Oak Brook 312/498-7792; email: sharon@opterraenergy.com

ECRA Group & HYA — Superintendent searches, board and superintendent workshops. Schaumburg - 847/318-0072

RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; email: kirstens@radondetection.net

JANUARY-FEBRUARY 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

Milestones Achievements Thomas Ber-

David Kinney,

His presence has helped to provide

trand, superinten-

i nt e r i m s u p e r i n -

leadership and stability to the area

dent of Rochester

tendent of Central

ravaged by tornadoes in 2013.

CUSD 3A , wa s

School District 51,

inducted into the

Washington, and a

Glor ia Trejo,

hall of fame of Illi-

former school board

a We s t C h i c a g o

nois State Universi-

member, was induct-

SD 33 pr i ncipa l,

ty’s College of Education. Bertrand

ed into the hall of fame of the Illinois

has been selected

has dedicated his career in education

State University’s College of Educa-

to take part in the

to helping students, teachers, and

tion. He has experienced success

nationwide Latino

school administrators realize their

throughout K-12 and higher educa-

superintendents’

potential. In 2015 he was named

tion, and remains active in local and

leadership academy. The nearly

Illinois Superintendent of the Year

statewide education associations. A

year-long study group is hosted by

by IASA. Bertrand accepted his

former band director at Mossville,

the Association of Latino Adminis-

first teaching position in 1985 at

he later became an assistant princi-

trators and Superintendents. Trejo

Mid-County High School. He lat-

pal as well as assistant to the Illinois

was among 14 educators invited to

er served as an English and social

Valley Central School District 321

participate in the program, which

studies teacher, as well as a wres-

(IVC) curriculum director. Kinney

equips aspiring Latino superinten-

tling and football coach at Pittsfield

accepted the director role four years

dents with new knowledge and skills

High School. He then taught English

later while concurrently serving as

to lead a district where 20 percent

at Mendon Unity Junior and Senior

principal of Rome Elementary School.

or more of the students are Latino.

High School. For the past 23 years,

Kinney served IVC at the district lev-

Each month through April, the acad-

including 13 as superintendent, Ber-

el from 1992 until his retirement in

emy members will meet to discuss

trand has served in Rochester. He

2009. He was the business manager,

curriculum, strategic planning, com-

directed an overhaul of technology

assistant superintendent, and the

munity engagement, leadership, gov-

infrastructure to deliver 1:1 comput-

superintendent during his final five

ernment relations, and more. Trejo

ers and Wi-Fi access for all students

years at IVC. He was inducted into the

has worked for the past eight years

and staff — including on school bus-

IVC Hall of Fame in 2010 elected to

as a principal at Pioneer Elementary

es. He also prioritized differentiated

its school board in 2011. A year after

School. Participants were selected

professional development for faculty

his retirement, Kinney was “tempo-

based on their commitment to rais-

and staff, as well as the creation of

rarily” hired as interim comptroller

ing student achievement, as well as

a nationally acclaimed bullying pre-

to assist Peoria District 150 out of

their dedication to serving the needs

vention program. In connection with

an unfavorable financial situation.

of families in their district. Trejo was

IASA, he serves as a leadership coach

Over four years, he guided the district

the only educator from Illinois and

and mentor to superintendents, and

to three years of positive fund bal-

one of only two principals selected

is a consultant to Illinois Region-

ances. In January 2015, he accepted

for the program. The District 33

al Offices of Education on school

the position of interim superinten-

school board recently honored that

improvement.

dent of District 51 in Washington.

achievement. Continued on page 28

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2016

ASK THE STAFF

Current cases to define qualified immunity By Shanell Bowden

hould I be worried about

the teachers acted as agents of the

retaliation claims. It creates the

the recent cases related to

state because of mandatory report-

possibility that reporting child

qualified immunity when report-

ing laws. However, the U.S. Supreme

abuse may be a constitutional vio-

ing suspected abuse and neglect

Court rejected this idea and ruled

lation if the parent’s advocacy or

of students?

that the school officials should not

any other exercise of the parent’s

be considered law enforcement

First Amendment rights played a

agents. This decision was a victo-

part in the decision to report.

Answer: Not necessarily. Cases regard-

ry because if school officials were

While this case does not apply in

ing qualified immunity and man-

reclassified as law enforcement

Illinois (it originates in the Sixth Cir-

datory abuse and neglect reporting

officials across the nation, then

cuit Court of Appeals, which includes

have been appearing more frequent-

current liability standards around

Kentucky, Michigan, Ohio, and Ten-

ly in courts. The decisions in these

mandatory reporting requirements

nessee), a petition for certiorari (a

cases can have a major impact on

may have needed examination here

document asking the U.S. Supreme

qualified immunity.

in Illinois. The current role for

Court to review the decision) has

Qualified immunity protects

school officials remains to prevent

been filed in Wenk v. O’Reilly. If

state or federal actors from lawsuits

additional harm to students, and

the petition is granted, the decision

claiming that they violated a clear-

this role continues to be protected

would affect Illinois. The National

ly established statutory or consti-

by qualified immunity.

School Boards Association filed an

tutional right that a reasonable

In Wenk v. O’Reilly, 783 F.3d

amicus brief (friend of the court) to

person would have known about.

585 (2015), the lower courts ruled

offer information about the impact

Recent cases pertaining to the issue

that a school official was not enti-

of this decision upon school offi-

of qualified immunity for manda-

tled to qua l i f ied im mu nit y for

cials. As of the date of publication,

tory abuse and neglect reporting

reporting a parent’s alleged child

there was no decision whether the

include Ohio v. Clark and Wenk

abuse to children’s services. The

U.S. Supreme Court would grant the

v. O’Reilly. Many school officials

parent claimed that school officials

petition. It is wise for schools to stay

are concerned that these decisions

reported him in retaliation for his

up-to-date with this case.

could have the effect of discourag-

exercise of his First Amendment

As with any legal topic, it is

ing school officials from exercising

rights to advocate for his child’s

important that school officials con-

their mandatory reporting require-

needs at school. This case con-

sult their board attorneys and stay

ments, which would ultimately have

cerns the school official community

updated and trained on any chang-

a negative impact on students.

because it demonstrates that man-

es regarding qualified immunity and

In Ohio v. Clark, 135 S.Ct. 2173

datory reporting laws may not pro-

mandatory reporting of abuse and

(2015), the lower courts found that

tect them from First Amendment

neglect to students.

Shanell Bowden, who served as a law clerk for IASB’s office of General Counsel this past autumn, answers this edition of Ask the Staff. She is a graduate of The Ohio State University’s Moritz College of Law and is originally from the Chicago area.

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