IASB Journal March April 2019 by IASB Publications

MARCH/APRIL 2019

V ol. 8 7, N o . 2

Balance C O L L E C T I V E •B A R G A I N I N G • S U P E R I N T E N D E N T •S T R E S S & S U C C E S S

or most school board members,

balance. Even the decision on wheth-

longevity and the candidate pool for

service to their communities

er to take up an issue or not can

school administrators. As you will

is a calling, something aside from,

challenge the balance in an orga-

read starting on page 6, they identify

and in addition to, their work-life

nization. In education, data-driven

stressors and make recommendations

balance.

decision-making must coexist with

for school boards and superintendents

perceptions, subjectivity, and per-

finding the balance to ensure positive

sonal factors.

long-term relationships. While the

A superintendent’s commitment to public education is both calling and career, and also requires balance.

“The school superintenden-

organizational health of the district

cy has become a complex role hold-

is paramount, the well-being of the

In IASB’s 2018 member survey,

ing the ultimate responsibility for

individuals entrusted with the work

most school board members said

the organization in which it serves,”

is a key concern.

their top motivation for board service

opens Dean Romano in “The ideal

One of the most critical and

was believing in the value of public

superintendent candidate,” start-

daunting roles of the board of edu-

education. The comments drilled

ing on page 12. In identifying such

cation is contract negotiations. Strik-

down into several specific factors,

characteristics, Romano found that

ing that balance is always critical,

among them connecting the com-

“everything is important,” which will

and as administrations and laws

munity and the schools, becoming a

not surprise many board members

change, so does collective bargain-

taxpayer watchdog, providing more

and superintendents. What might

ing. IASB recently offered insights

opportunities for students, ensuring

surprise is the role balance plays

into the collective bargaining pro-

financial accountability, and setting

among those factors. “Balance is the

cess via regional workshops. Attor-

an example for civility and non-con-

act of spreading one’s life out in such

neys Melissa D. Sobota and Shelli L.

tentious public service.

a way that each area of importance

Anderson of Franczek P.C. presented

No matter what their reasons

for an individual carries an appropri-

the workshop in Naperville and were

are for serving, adding school board

ate level of focus. Establishing and

kind enough to share this important

service to their lives requires an addi-

maintaining some level of balance is

information with our readership. We

tional measure of balance, as does

critical,” Romano says.

thank them and all the participants

balancing these motivations with

Romano’s results mirror what

in the workshop, and encourage

those of fellow board members and

IASB found last year. In separate

readers to check out the article on

the district as a whole.

surveys, school board members and

page 20.

In this issue of The Journal, we

superintendents cited “leadership

It’s been said that the key to keep-

consider balance, and how to react

skills” and “honesty and fairness”

ing your balance is knowing when

if things become unbalanced, espe-

as the top qualities desired in super-

you’ve lost it. Balance is difficult to

cially when it comes to the relation-

intendents.

achieve and harder to maintain, but

ships between boards of education

In “Stress, stressors, superinten-

worth the effort, especially in the

dents, and school boards,” authors

important work of public educators.

Every decision made by public

Adam Ehrman and Lora Wolff discuss

— Theresa Kelly Gegen, Editor

education leaders in Illinois requires

superintendent stress as it relates to

and superintendents.

tgegen@iasb.com

TABLE OF CONTENTS

M A R C H / A P R I L

FEATURE ARTICLES 6

Stress, stressors, superintendents, and school boards By Adam Ehrman and Lora Wolff A survey conducted by former and current superintendents in Illinois leads to the conclusion that school boards should consider stressors and the impacts of stress on school superintendents, both in terms of the individual’s physical and mental health and the long-term impacts on the school district.

The ideal superintendent candidate as viewed by Illinois school board members and superintendents By Dean Romano A survey of school board members and a qualitative interview process outlines the key characteristics for success in the superintendency.

Trends in collective bargaining in 2019 By Melissa D. Sobota and Shelli L. Anderson Changes, including a new governor, an amendment to the Illinois Pension Code, the U.S. Supreme Court’s Janus decision, and a national rise in activism among teachers will all influence collective bargaining in the coming years.

2 0 1 9

Vol. 87, No. 2 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. Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Editor Gary Adkins, Contributing Editor Heath Hendren, Contributing Editor Britni Beck, Advertising Manager Katie Grant, Design and Production

REGULAR FEATURES Front Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Front Cover Practical PR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Copyright © 2019 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.

Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 In Case You Missed It (ICYMI). . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 28 Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Back Cover

www.iasb.com @ILschoolboards

PRACTICAL PR

The secret to meaningful and engaging communication

Communication is a mentality and not an action. By Adam Harris

Adam Harris is communications coordinator, and “Head of Communications and Storytelling” for Arlington Heights SD 25

’m scared, a lot.

When I sat down to write this

To be vulnerable, by definition,

I walk around the world,

article, about how vulnerability

means to be susceptible to physical

full of fear. I’m fearful of making a

enhances trust, engagement, and

or emotional attack or harm. Yikes!

mistake, looking or feeling stupid,

eventually your communication prac-

Knowing that, why would anyone

being judged, making someone angry

tices, I didn’t know where to begin.

want to volunteer his or her vulner-

with me, feeling disappointment from

So, I began with myself. I began with

ability? Our basic definition and

others, being and living unhealthy –

being vulnerable. I began with the

belief in being vulnerable might get

basically, I’m scared of letting go of

only roadblock that could keep us,

us hurt, physically or, even worse,

control of any aspect of my life, so, I

you (the reader) and me (the writer),

emotionally.

work extremely hard, every moment

from having a pure relationship the

of every day, to keep that control.

rest of this article: my fears.

vulnerability, answer the question

The funny thing is, though, the

Effective communication with an

again. When was the last time you

desire to have complete control of

audience, no matter the size, starts

were vulnerable? Think about who

my life is actually not achievable.

with the proper mentality and not

you were vulnerable with. I’m willing

It’s a farce. It’s a story I tell myself

from particular strategies or actions.

to bet it was not with a co-worker,

that helps me calm down and focus

Should we Tweet it? What about Face-

your boss, school board members,

on the task at hand. And my current

book, is that the best way to commu-

a resident, a parent in the district,

task is to write this article and shed

nicate? No, mailing is the best way. Is

or even your own parents, siblings,

some light on what creates engage-

a great website is the most effective.?

or your very own kids. I bet the last

ment with an audience.

How about a megaphone, is that the

time you were truly and authentically

best way? All of those questions are

vulnerable was with your significant

white noise to me when anyone in

other, spouse, boyfriend or girlfriend,

my district walks into my office for

therapist, life coach, best friend or

advice.

your pet.

So, what is the key to engaging and effective communication? The one word answer to that question is “vulnerability.” Yes, vulnerability creates fear,

My answer to my colleagues is

We allow ourselves to become

doubt, nerves, and anxiety, but it also

always the following: “[Insert commu-

vulnerable with people (and/or ani-

creates joy, connection, excitement,

nication technique here] is the most

mals) who cannot hurt us and who

thrill, and relationship. Relation-

engaging, as long as it comes from a

will not judge us.

ship — the core of communication.

vulnerable and authentic place.”

A bad or distrustful relationship with an audience and engagement

Now, knowing the definition of

The truth is, that these people (and/or animals) are the ones we

What is vulnerability?

trust the most. They are the most

will decrease when communicating.

When was the last time you were

important relationships in our lives,

A good or trustworthy relationship

vulnerable? I mean, truly and gen-

the ones that teach us how to look

with an audience and engagement

uinely vulnerable and not with just

at vulnerability as a gift rather than

will increase.

surface level fears or worries.

a fear. For example, if those whom

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

you are vulnerable with are your most

knows, it might feel amazing! You

important relationships, wouldn’t it

might feel so free after, that you

make sense, that becoming vulnerable

branch it out to sharing vulnerabili-

not only opens you up to harm and

ties with the union president or your

pain, but it also opens you up to joy,

superintendent or, even, a difficult

connection, and relationship?

and aggressive resident/parent within

Those people feel special, and,

your district. You give up a little con-

thus, return to you a gift of their own

trol, but you establish a relationship

vulnerability. Back and forth it goes

that leads to trust, connection, and

until the relationship is as strong as

ultimately solutions.

it needs to be. It is full of trust. It is full of connection.

deed. The more you voice your vul-

your jobs

nerabilities, the more you empower yourself in any situation, and the more power and control you have.

box and shout my beliefs. My time is

It’s working right now. I’m notic-

almost up so let’s apply this directly

ing I’m feeling less scared, thus, I need

to your jobs and your communities.

less control, 877 words later, than I

I encourage you, moving forward,

did at the beginning.

to express a vulnerability to a peer ability can be something as simple as, going to think of our five-year budget

of vulnerability, is contagious. Who

BOARD OF DIRECTORS Abe Lincoln Bill Alexander

Northwest Chris Buikema

Blackhawk David Rockwell

Shawnee Sheila Nelson

Central Illinois Valley Tim Custis

South Cook Denis Ryan

DuPage Thomas Ruggio

“I’m scared of what the community is

That little share, that little bit

Immediate Past President Phil Pritzker

Corn Belt Mark Harms

once a week for a month. That vulner-

and I’m scared to discuss it.”

Vice President Thomas Neeley

The funny thing about vulner-

Applying this ‘millennial’ junk to

to climb on my vulnerability soap-

Treasurer Linda Eades

ability is, it’s contagious. It spreads, like a smile or a compliment or a good

I so appreciate this opportunity

President Joanne Osmond

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

cartoon

Egyptian John Metzger

Southwestern Mark Christ Starved Rock Simon Kampwerth Jr. Three Rivers Rob Rodewald

Illini Michelle Skinlo

Two Rivers Tracie Sayre

Kaskaskia Linda Eades

Wabash Valley Dennis Inboden

Kishwaukee Mary Stith

West Cook Carla Joiner-Herrod

Lake Ann Dingman

Western Sue McCance

North Cook Barbara Somogyi

Service Associates Jason Vogelbaugh

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.

M A R C H - A P R I L 2 0 1 9 / 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

Taking the next step “‘Delay the positive, dispatch

an enjoyable experience can make it

days before seeing a new movie that

the negative: Anticipation itself is

all that much sweeter,’ according to

just came out, plan your big vacation

pleasurable and looking forward to

[author Tim]Bono. ‘Wait a couple of

for later in the summer and try to take time to savor each bite of dessert,’ Bono says. ‘On the flip side, get negative tasks out of the way as quickly as possible. Anticipation will only make them seem worse.’”

www.iasb.com OFFICE OF THE EXECUTIVE DIRECTOR Thomas E. Bertrand, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Executive Searches Thomas Leahy, Director Timothy Buss, Consultant Jim Helton, Consultant Dave Love, Consultant Alan Molby, Consultant ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Susan Hilton, Director Zach Messersmith, Director Deanna L. Sullivan, Director Ronald Madlock, Assistant Director OFFICE OF GENERAL COUNSEL Kimberly Small, General Counsel Legal Services Maryam Brotine, Assistant General Counsel Debra Jacobson, Assistant General Counsel Policy Services Angie Powell, Director Brian Zumpf, Director Ken Carter, Consultant Boyd Fergurson, Consultant

IASB OFFICES 2921 Baker Drive, Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831

ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/ Chief Financial Officer MEMBER SERVICES Dean Langdon, Associate Executive Director Board Development Sandra Kwasa, Director Nesa Brauer, Trainer Field Services Reatha Owen, Senior Director Larry Dirks, Director Perry Hill IV, Director Laura Martinez, Director Dee Molinare, Director Patrick Rice, Director/Equity Director COMMUNICATIONS/ PRODUCTION SERVICES Kara Kienzler, Associate Executive Director Gary W. Adkins, Director/Editorial Services Theresa Kelly Gegen, Director/Editorial Services Heath Hendren, Director/Editorial Services Jennifer Nelson, Director/Information Services Katie Grant, Assistant Director/Production Services

— “Grin reaper: Achieving work/ life balance is confusing; How about working on happiness?” by Marco Buscaglia, Career Builder/Chicago Tribune, January 20.

“S o, what ’s t he d i f ferenc e between stress and burnout? Stress is inevitable. Burnout isn’t. While stress is our response, burnout is the accumulation of excessive stressors over time, which results in unmanageable stress levels.” — “62 Stress Management Techniques, Strategies & Activities,” Positive Psychology Program, February 2018.

“... Collective bargaining sometimes generates pressures that can lead board members to forget their original priorities ... Before you start negotiations, remember that only three things are really being negotiated: money, power, and job security. ... Negotiating from a management viewpoint is not a matter of winning or losing, but rather a measurement of the degrees of loss. ... The psychology of collective bargaining dictates that ‘winning’ creates far more problems in the long run than ‘giving up’ relatively little.”

One Imperial Place, 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940

— “Preparing for negotiations,” by Ronald R. Booth, presented at “An Introduction to Collective Bargaining for School Board Members and Administrators,” November 19, 2004, Chicago.

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

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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 A S TRO T IRCYL E

Stress, stressors, superintendents, and school boards By Adam Ehrman and Lora Wolff

Adam Ehrman, Ed.D., began the superintendency at the age of 29 and is currently the superintendent of schools at the New Berlin CUSD 16. Lora Wolff, Ph.D., served as superintendent for the Keokuk, Iowa School District and is currently an associate professor of Educational Leadership at Western Illinois University.

hen the doctor asked Adam

institutions.” Research indicates

how long he had had high

ongoing stress impacts one’s health

blood pressure, it was like a punch

— causing detrimental diagnoses

to the gut. The second punch landed

in physical health such as high

when the doctor asked about his

blood pressure, heart attack, or

weight.

stroke; and mental health out-

Then there’s Lora, who was trudging along in the local Walmart

comes such as depression and anxiety.

late one evening after a particularly

If the research on stress is

challenging day as superintendent.

accurate, will superintendent lon-

A person seemed to be following her

gevity be a growing concern for

from aisle to aisle. Eventually, the

districts and school boards? Will

constituent approached her and

superintendents leave the position

said, “I’m so sorry about your ill-

entirely? Will the candidate pool for

ness.” Taken aback, Lora replied

open positions be shallower?

something like, “Oh, I’m fine. Just tired.”

Stress and stressors

A lthoug h we had two ver y

Although the word “stress” is

different experiences, each of the

commonly used in everyday con-

authors had to confront the fact that

versations, its definition is a bit

the stress of being a superintendent

elusive. For the purposes of the

was having negative effects. Our

study, the definition was based on

experiences eventually served as

the Harvard Medical Dictionary:

the basis for an interest in, and the

an innate survival response. The

Superintendents and their

study of, the impact of superinten-

definition also includes the release

administrative assistants

dent stress.

of hormones, physical symptoms

To ex plor e t he i mp a c t o f

Although the topic of super-

(e.g., increased blood flow to the

superintendent stress, 177 super-

intendent stress may be perceived

heart or brain), an energy surge,

intendents across central Illinois

as a recent development, over 60

and ultimately damage as the result

(from the Two Rivers, Abe Lincoln,

years ago W.B. Spaulding noted

of ongoing chronic stress. In addi-

Western, Central Illinois Valley,

that “superintendents have more

tion to stress, the study explored

and Illini divisions) were surveyed.

anxiety than any other people who

stressors, the things that cause

Each superintendent’s administra-

I have tested outside of mental

superintendent stress.

tive assistant was also invited to

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

respond to a parallel survey on their

unit district superintendents (78

level of stress they are likely to

superintendent’s stress. The admin-

percent ) with over two-thirds from

experience? Forty percent of the

istrative assistants were included

districts under 1,000 students. Over

superintendents in the study moder-

to compare the superintendent’s

60 percent of superintendents had

ately underestimated the amount of

perceptions with the perceptions of

only been a superintendent in one

stress that comes with the position.

someone who worked closely with the superintendent. In other words, do the perceptions match? Of the 177 surveys sent, 149

“... it is important to consider what the findings

superintendents and 146 admin-

mean for school boards, their superintendents, and

istrative assistants responded.

their districts. By examining the stressors, it may be

W hen the superintendents and administrative assistants were

possible to positively affect superintendent longevity.”

matched, there were 131 exact pairs. Personal demographics (e.g., age, gender, marital status, num-

district with the largest percentage

However, almost 19 percent great-

ber of children) of the responding

(35 percent) of superintendents hav-

ly underestimated the amount of

superintendents were requested.

ing served between five and eight

stress. That means a whopping 59

The majority of superintendent

years.

percent of superintendent underes-

respondents were male (75 percent),

timated the stress of the position.

white (99 percent), married but nev-

Perceptions of the level of stress

er divorced (75 percent) with two

of the superintendency

children (46 percent).

Stress on the superintendents’

If the research is accurate and

personal and professional lives

Additionally, each district’s

the superintendency is a stress-

The impact of stress on the

demographics were also collected.

ful position, are superintendents

superintendents’ personal and pro-

The majority of responses were from

entering the role fully aware of the

fessional lives was also an area of

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MARCH-APRIL 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

Table 1

Matched Respondents’ Potential Sources of Stress Administrative Assistant Mean

Superintendent Mean

Difference in the Means

Regularly Changing State and Federal Regulations

3.17

3.71

0.54

Inadequate School Finances

3.08

3.60

0.52

The Time Required by the Job

2.92

3.29

0.37

ESSA

2.60

3.18

0.58

School Board Members

2.73

3.17

0.44

The Number of Insignificant Demands

2.49

3.12

0.63

Demands of Special Interest Groups

2.22

2.78

0.56

Expectations of Quick Response to Emails or Phone Calls

2.08

2.75

0.67

Students’ High Stakes Test Performance

2.40

2.72

0.32

Job Performance of the Building Principals/Administrators

2.20

2.59

0.39

Working Conditions

2.06

2.46

0.40

Superintendent Evaluation and Contract

2.06

2.31

0.25

Job Performance of the Central Office Staff

1.81

2.16

0.35

Average of the Means

2.45

2.91

0.46

Matched Response for the Superintendent and Administrative Assistant Pairs

exploration. Based on the survey,

assistants were asked to rate 13

47 percent of superintendents have

sources of superintendent stress

considered changing their career

from “no stress” to “a very great

due to stress and over 76 percent

amount of stress”. Table 1 (above)

stated that the superintendency

presents the matched pair means

has affected their sleep patterns

for each source of stress for both

and has negatively impacted their

the superintendents’ and admin-

hea lth. Si xt y-three percent of

istrative assistants’ perceptions.

superintendents noted concern

It is interesting to note that

about how the job is negatively

the potential sources of stress of

impacting their current lives while

the matched pairs revealed that

46 percent are concerned about the

the responses from the adminis-

long-term impact.

trative assistants consistently rated the source of stress as having

Sources of

less impact than did their corre-

superintendent stress

sponding superintendent. While

Given that superintendents

the superintendents considered the

are considering career changes

13 stressors as almost “a moderate

as well as having sleep and health

amount of stress”, their adminis-

issues, the sources of the stress are

trative assistants considered the

important to consider. Superin-

stre s sor s a s clo ser to “a l it t le

tendents and their administrative

amount of stress.”

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

The top five stressors noted by the matched pairs (superintendents and their administrative assistants) were

Table 2

Superintendents’ and Administrative Assistants’ Responses to Managing Stress

1. Regularly changing state Stress is managed…

Percentage

AAn

Percentage

2. Inadequate school finances;

Extremely Poor

1.3

3. Time required by the job;

Below Average

15.4

4.8

4. ESSA (The federal Every

About Average

49.0

32.2

Better Than Average

28.2

24.7

Exceptionally Well

6.0

2.1

149

100

149

100

and federal regulations;

Student Succeeds Act); and 5. School board members.

Total

While the matched pairs (super-

Sn=number of superintendent respondents; AAn=number of administrative assistant respondents

intendent and their administrative assistants) ranked the top five

top five stressors in the “moderate

Both superintendents and their

stressors in almost the same order,

amount of stress” category, whereas

administrative assistants were asked

the overall difference in the average

the average of the top five means

how well the superintendent man-

of the means was 0.54. The average

for the superintendents would put

aged stress (see Table 2, above).

of the top five means for the admin-

the top five stressors in the “consid-

Overall, the administrative assistants

istrative assistants would put the

erable amount of stress” category.

reported their superintendent was

MARCH-APRIL 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

about average (32 percent) or better

of the lives of superintendents who

and the school board is particularly

than average (25 percent) at man-

are tasked with leading K–12 public

problematic.

aging stress. Forty-nine percent of

educational institutions.

Could superintendents believe

superintendents felt they were about

The first step is for superinten-

that if they admit to the board that

average in managing stress; just over

dents, individuals going into the

they are overly stressed, there will

15 percent felt that they were below

superintendency, and school boards

be negative consequences? Will the

average at managing stress.

along with the public to recognize

superintendent be seen as weak?

that the superintendency is an excep-

Unfit for the position? Or do school

What does this mean

tionally stressful position and one in

boards and administrative assis-

for school boards?

which stress is unavoidable. It was

tants assume that superintendents

With school boards identified

clear from the survey data that the

are well-compensated for the stress

in the top five stressors for both the

majority of superintendents acknowl-

that they are under? Or is the “if you

superintendents and their admin-

edged they are currently stressed.

can’t stand the heat, get out of the kitchen” mentality in play? In examining the list of stress-

“Could superintendents believe that if they admit

ors with the greatest impact, several are beyond the control of the super-

to the board that they are overly stressed, there

intendent and school board (e.g.,

will be negative consequences? ... Or do school

changing regulations, inadequate

boards and administrative assistants assume that

school finances, and ESSA). Three areas, though, are within the scope

superintendents are well-compensated for the stress

of superintendents and school boards

that they are under?”

to address: the time required by the job, school board members, and the number of insignificant demands. How can superintendents and school

istrative assistants, it is important

The next step is for those work-

boards address the time required by

to consider what the findings mean

ing closely with the superintendent

the superintendency? Might these

for school boards, their superinten-

to be aware of the level of stress relat-

be addressed by assigning respon-

dents, and their districts. By exam-

ed to the position. With 63 percent

sibilities to others and prioritizing

ining the stressors, it may be possible

of the superintendents concerned

responsibilities?

to positively affect superintendent

about how stress was negatively

Additionally, conversations

longevity.

impacting their lives, it is troubling

about how school boards may inad-

The research, including that of

that only 21 percent of the admin-

vertently be adding to the stress

Waters and Marzano, is clear that

istrative assistants were concerned

need to occur in an open and honest

there is a relationship between the

with how the stress of the superin-

environment without fear of reper-

longevity of the superintendent

tendency was negatively impacting

cussions. As Nita Hawk and Barbara

and academic achievement and the

the superintendents’ lives. It makes

Martin stated in “Understanding and

operation of the district. The lon-

one wonder if others close to the

Reducing Stress in the Superinten-

ger a superintendent’s tenure, the

superintendent (e.g., school board,

dency,” boards of education must

higher the student achievement

administrative team, central office

recognize the challenges facing

and the smoother the operations of

staff, or immediate family mem-

their superintendents and provide

the district. Based on that, and the

bers), do not perceive the impact of

essential programs to sustain the

results of our study, changes to the

stress. A potential disparity of per-

wellness of these leaders. Finally,

superintendency could improve the

ception of the negative impacts of

the insignificant demands on the

performance, longevity, and quality

stress between the superintendent

superintendent should be addressed.

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

Priorities need to be set jointly by

the problem can lead to signifi-

superintendents and school boards

cant negative repercussions for the

to provide a focus for the district’s

superintendent, the district, and the

work. School boards need to care-

school board.

fully review their requests for infor-

Boards of education need to

mation and reports. Furthermore,

acknowledge that superintendents

an analysis of the demands by staff,

are not machines that can continu-

parents, and constituents need to be

ally absorb the increasing demands

reviewed and prioritized by school

of the profession without negative

boards and the superintendent.

consequences. As Thomas E. Glass

Almost half of the superinten-

and Louis A. Franceschini concluded

dents in the study had considered

in The State of the American School

changing their career due to stress.

Superintendency: A Mid-Decade

The stressors discussed above are

Study, “Coping, understanding, and

likely to contribute to the consid-

reducing superintendent stress should

eration of a career change. It is of

be a high priority for school boards and

interest to note that fewer than 20

professional associations.” According

percent of the administrative assis-

to several studies, chronically stressed

tants believed that their superin-

superintendents will eventually suc-

tendents had considered changing

cumb to the negative impacts of stress,

their career due to stress. This sug-

such as anxiety, burnout, depression,

manage the stressors that come with

gests that superintendents may be

high blood pressure, heart attack, obe-

the position, district performance may

concealing the impact stress is hav-

sity, and stroke. If boards of education

suffer, superintendent turnover will

ing on their lives. Superintendents

do not recognize the superintendent’s

increase, and a shallower pool of can-

should not minimize or conceal the

stress and look for ways to provide

didates will be available to fill a critical

impacts of stress because ignoring

opportunities for superintendents to

leadership role. The rest of the story We began the article with our personal stories related to superintendent stress. The rest of the story is that Adam took up swimming, biking, and running to manage the stress of the superintendency and completed his first Ironman (2.1-mile swim, 112 miles on the bike, and a marathon run). Lora took the path of many superintendents and chose to leave the superintendency at 54. She now focuses her energies on preparing future principals and superintendents. Resources Links to the resources in this story can be accessed at blog.iasb. com/p/journal-resources.html.

MARCH-APRIL 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

FEATURE ARTICLE

The ideal superintendent candidate As viewed by Illinois school board members and superintendents By Dean Romano

Dean Romano Ed.D., serves as the assistant superintendent for business services for Geneva CUSD 304. With over 12 years of experience in school business administration, he has served in numerous leadership capacities within the Illinois Association of School Business Officials and currently serves as a member of the board of directors.

he school superintendency has

the situational needs of every aspect

new superintendent â&#x20AC;&#x201D; arguably the

become a complex role holding

of their school district.

single most important responsibility

the ultimate responsibility for the orga-

The challenges of the role of

of a school district board of education

nization in which it serves. It has been

superintendent have created a setting

â&#x20AC;&#x201D; during their elected term of office.

ever-evolving, according to studies,

within the profession that finds the

The research study used as the

since its inception in 1837. Todayâ&#x20AC;&#x2122;s

longevity of a superintendent within

basis for this article used a mixed

superintendents act as chief executive

a single district to be limited. The

method design to extrapolate a vision

officers of the school board, engage in

work of William L. Sharp and James

for the ideal superintendent candi-

system leadership, provide personnel

K. Walter refers to two studies that

date for an Illinois school district.

management, build and administer

found the tenure of superintendents

There were two separate phases

the school district budget, oversee

as four and 4.6 years in a given dis-

during this research, the second

the operations and maintenance of

trict for each study. In another study,

building on the first.

all facilities, and serve as leaders for

overall career length for a superin-

A quantitative methodology gath-

the educational system and its stake-

tendent was found as 7.9 years. With

ered data from both Illinois superin-

holders. With such a wide array of skills

this level of turnover, board of educa-

tendents and school board members

needed for success, individuals within

tion members are likely to be faced

through a survey. The resulting data

the role must work diligently to meet

with the search and selection of a

were then analyzed to answer seven predefined questions that looked at perceptions of the ideal superintendent candidate. These questions separated perceptions between respondent characteristics for the purpose of better understanding variance between key factors. The researcher then used the quantitative findings to identify important and interesting findings from this analysis, which formed the basis for the second phase of the research. Phase two followed a qualitative methodology that incorporated live interviews with intentionally selected participants from both the

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

superintendent and school board

The interview data and analysis

planned for analysis, the data collected

member populations. The import-

provided rich insight into some of the

within the quantitative phase of the

ant and interesting findings pulled

large themes previously discussed.

research study definitively identified

from phase one were wrapped into

Within this analysis, three themes

that a variance in perceptions exists

a series of interviews with each

stand out, including

between male and female respon-

participant to build an enhanced

• Humor;

dents. This is evident in the fact that

understanding of the initial findings

• Emotional Intelligence; and

19 of the 22 standard subcomponents

or uncover new perspectives from

• Balance.

used in the survey were found to have

these participants. At the conclusion

To unpack each of these, it is

a statistically significant relationship.

of these interviews, the data were

important to identify which standard

This was more than any other factor

reviewed and important themes

subcomponent they relate to. Humor is

analyzed in the study. Six of the 19

identified. Each of these themes

a combination of the subcomponents of

held a small-to-medium practical sig-

was then explored and explained

both Strong Communication Skills and

nificance and one, Managerial Skills,

using the voices of the participants

Community/Public Relations. Within

held a medium practical significance.

to illustrate the findings.

the interview themes, it also closely

Because of these findings, questioning

ties with stakeholder relationships.

was included in the qualitative phase

One superintendent spoke of humor

regarding perceptions relating to gen-

in that, “you have to be able to connect

der. Interestingly, when asked “How do

with people.”

you feel female and male superinten-

Data analysis The interview data provided insight into the quantitative findings for many of the superintendent standard

Emotional Intelligence also

dents differ in their priorities?” and

subcomponents. This was particularly

relates to Strong Communication

“How do you feel female and male

true with regards to the subcompo-

Skills. It connects with communi-

school board members differ in their

nents found to be most important. In

cation as part of receiving inference

priorities?” the respondents indicated

combining the top five most highly

from another person to recognize

that the demographic characteristic of

ranking standard subcomponents

their experience, so as to be able to

gender did not have an impact on prior-

of both superintendents and school

better support their needs as emo-

ities. This finding was in stark contrast

board members, seven subcomponents

tions can and do impact behavior.

to the findings from the quantitative

are identified as holding great impor-

Balance and Emotional Intelligence

analysis.

tance. These standard subcomponents

intertwine and tie back to Strong

The discrepant results from the

included

Communication Skills. Balance is the

quantitative and qualitative analyses

act of spreading one’s life out in such

pertaining to perceptions based on

a way that each area of importance

gender illuminate the need for fur-

• Strong Communication Skills;

for an individual carries an appropri-

ther inquiry. Opinions collected by

• Planning for Future of School

ate level of focus. Establishing and

interview participants indicated that

maintaining some level of balance

gender does not play a role in per-

is critical. The effects of not doing

ception of superintendent success.

• Leadership Qualities (Ethics & Values);

District; • Community/Public Relations

so can have detrimental outcomes.

However, perspectives of variance in

• Finance and Budgeting Skills;

Skills;

The themes of Humor, Emotional

leadership between men and women

• School Board Relations; and

Intelligence, and Balance appear to

were identified within the quantitative

• Problem Solving.

accentuate the importance of com-

analysis. Other studies within the lit-

munication and relationship skills

erature have reported contradictory

for success in the superintendency.

findings on gender differences. This

Of these, Leadership Qualities (Ethics & Values) was ranked as the most important subcomponent for

The final theme of significant

study found this same contradiction

both superintendents and school board

interest pulled from both phases of the

within the quantitative and qualitative

members.

research was gender. Originally not

data findings.

MARCH-APRIL 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

Summary of Findings

transportation management skills,

system and its stakeholders. With this

The findings of this study yield-

received more than a 1 percent rank-

level of expectation, the superinten-

ed affirmations to other research.

ing of “Not Important,” with a 3.16

dency holds high expectations for both

The overall findings of the survey

percent negative response ranking.

skills and knowledge for candidates

In other words, research shows

seeking the role. As such, the selection

upheld the importance given to the standard subcomponents based on

every subcomponent is important.

of a school superintendent is arguably

the School Superintendents Associa-

The finding that the 22 standard

the single most important responsibil-

tion’s AASA Professional Standards

subcomponents are all-important

ity of a school district’s board of edu-

for the Superintendency. When giv-

factors relating to superintendent

cation, according to Sharp and Walter.

en the opportunity for respondents

candidacy establishes the scope and

Although all of the standard

to rank a standard subcomponent as

complexity of the role. In The Mod-

subcomponents were found to be

“Not Important,” only four of the 22

ern School Superintendent, Marvin E.

important, several key themes stood

subcomponents received this rank-

Edwards explains that today’s superin-

out across both phases of the research.

ing more than 0.5 percent of the time,

tendents act as chief executive officers

These themes were identified through

out of at least 785 respondents. These

of the school district, engage in system

consistency of ranking importance,

subcomponents included Collective

leadership, provide personnel manage-

emergent data, and variance identi-

Negotiation Skills, Focus on Instruc-

ment, build and administer the school

fication. Within the ranking data, the

tion, Evaluation and Monitoring of

district budget, oversee the operations

standard subcomponent and theme of

Instruction, and Transportation

and maintenance of all facilities, and

Leadership Qualities (Ethics & Values)

Management Skills. Only the last,

serve as leaders for the educational

was found to rank first within both the superintendent and school board populations and selected by each of the interview participants as one of the most important factors. The themes

Field Services

of Humor, Emotional Intelligence, and Balance emerged from the open-ended survey and interview data. Two final themes, Financial/Budgeting Skills and

Model continuous learning; commit to continuous improvement.

Gender, stand out due to their notable variance relationships within the data. Leadership Qualities (Ethics & Values) The findings from the research analysis for this study regarding leadership ethics and values fall directly in line with the literature findings. The Superintendent as CEO, by a team of

We offer board development opportunities for board and superintendent teams in YOUR district.

Call your IASB field services director today! Springfield: 217/528-9688 Lombard: 630/629-3776

authors led by J.R. Hoyle, describes the eighth standard from Superintendent Executive Assessment Model as executive leadership and personal values and ethics. Within the AASA Professional Standards for the Superintendency, the eighth standard is “Values and

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

Ethics of Leadership.” When asked to

• Accepts academic degrees or pro-

a personal set of ethics and morals

select their top three subcomponents

fessional certification only from

matched with characteristics, such

of the ideal superintendent candi-

duly accredited institutions;

as being “truthful, honest, sincere,

date, each of the four respondents

• Maintains the standards and

open and professional at all times to

listed Leadership (Ethics & Values)

seeks to improve the effective-

all people in all things” to become, as

in their top three most important

ness of the profession through

much as possible, exemplary role mod-

factors. Within the selection pro-

research and continuing profes-

els for their district and community.

sional development;

Individual character stands as tied to

cess for the superintendency, nearly every school board candidate profile

• Honors all contracts until fulfill-

includes honesty and integrity as a

ment, release, or dissolution mutu-

“Behaving with the utmost per-

desired qualification.

ally agreed upon by all contracting

sonal and professional integrity as a

parties.

superintendent is not only important,

American school superintendent “has

“Effective educational leaders act

it is essential,” according to Success

always possessed great moral author-

ethically and according to profession-

in the Superintendency. Superinten-

ity beyond its legal bureaucratic and

al norms to promote each student’s

dents who possess and demonstrate

technological professional practices,”

academic success and well-being,”

strong leadership and ethics can build

also according to The Superintendent

according to the National Policy

and receive trust and support from

as CEO. And, according to AASA, the

Board for Educational Administra-

their stakeholders. Individuals who

ethical superintendent:

The professional role of the

personal success.

tion. It is particularly important for

have practiced the ideal of public

• Makes the well-being of the stu-

superintendents to “display both

openness may suffer some discom-

dent the fundamental value of

personal and professional integrity,”

fort but, “in the end, the community

all decision-making and actions;

according to K.T. Worner in Success

is likely to support their honesty,”

• Fulfills professional responsibil-

in the Superintendency. Similarly, the

as stated in The Superintendent as

ities with honesty and integrity;

superintendent must be a moral and

CEO and further that “people will

• Supports the principle of due pro-

ethical practitioner as it is a position

follow leaders with integrity and trust

cess and protects the civil and

of responsibility and trust, according

leaders who deserve trust and have

human rights of all individuals;

to The Superintendent as CEO, which

earned it through past actions... They

• Obeys local, state, and national

also contends that CEO superinten-

are also more likely to gain the sup-

laws and does not knowingly

dents are responsible for establishing

port of a community trying to ‘size up’

join or support organizations

and maintaining the ethical and moral

that advocate, directly or indi-

conduct of staff and students.

rectly, the overthrow of the government; • I mplement s t he gover n i ng board of education’s policies and administrative rules and regulations;

As found within the analyses of this study, leadership and ethics are intertwined with success in the superintendency. As an individual serving as a superintendent, it is critical to estab-

• Pursues appropriate measures

lish a core foundational set of values

to correct those laws, policies,

as a guide. “Each superintendent must

and regulations that are not

establish a few moral precepts that he

consistent with sound educa-

or she will practice at all times,” says

tional goals;

the Hoyle team in The Superinten-

• Avoids using his or her position

dent as CEO. They should carefully

for personal gain through politi-

consider their actions each day and

cal, social, religious, economic,

ask themselves “Does this promote

and other influences;

trust and show integrity?” Forming

MARCH-APRIL 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

the individual to who they are entrust-

can elicit positive outcomes within

relationship and trust between teams

ing the education of their children.”

a school district. Other works show

and community. A level of under-

humor can be used to release strain

standing can be attained, which

and tension for those exposed to it and

may not be found were it not for

assist in maintaining and improving

the intrinsic benefit of the leader to

the health of the organization.

protect people from shutting down,

Humor As discussed earlier, individuals who possess humor benefit from it. The complicated role of the superintendent needs to be able to connect

respecting their emotional needs. Emotional Intelligence

“Leadership, which embraces

with internal and external stake-

The data analysis demonstrat-

the emotional side of directing orga-

holders at a basic, human level. “The

ed that emotional intelligence also

nizations, pumps life and meaning

beauty of humor is that in order for to

plays a part in superintendent suc-

into management structures, bring-

be effective it must be shared,” said

cess. In Working with Emotional

ing them to full life,” according to

C.B. Crawford in Strategic Humor in

Intelligence, Daniel Goleman states

Jeffery A. Barach and D. Reed Eck-

Leadership: Practical Suggestions for

that “the most effective leaders are

hardt in Leadership and the Job of

Appropriate Use. Crawford states that

alike in one crucial way; they all have

the Executive.

“humor is a verbal or nonverbal activi-

a high degree of what has become

ty eliciting a positive cognitive or affec-

known as emotional intelligence.”

tive response from listeners.” As such,

This knowledge of individuals and

The qualitative data identified the

humor is a form of communication that

how to connect with them feeds the

need for balance for superintendents.

Using technology to enhance your board effectiveness through online services, such as

Balance

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THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

Studies confirm this claim: “It is nei-

“larger the district, the less likely it

ther effective nor healthy to work

is that the superintendent will have

hard and be on the go constantly, ”

the time to personally monitor the

say Carter and Cunningham. In So You

accuracy of the financial reports.”

Want to Be a Superintendent, William

This consistency between the study

Hayes contends that a superintendent

and the existing literature affirms that

needs to have a life outside of the office

larger school districts may hold less

to provide the opportunity to focus

significance for superintendent can-

outside of the job, “Time off provides

didacy, regarding financial/budgeting

administrators the opportunity for

skills, than other districts.

relaxation, reflection, and additional Gender

experience with family and friends”. Hayes also expounds that “one cannot

As discussed earlier, a marked

emphasize too much the need for a

variance appeared between the find-

well-rounded lifestyle that allows the

ings concerning gender within the

superintendent to become a complete human being.” Financial/budgeting skills

quantitative and qualitative analyses. districts than for the overall rankings,

This inconsistency between the survey

or that of any other respondent char-

data and interview data is notable. In

acteristic comparison. This was also

no other comparison of the data did

While financial and budgeting

the single largest variance found with-

a clear discrepancy exist, nor should

skills were found to be important

in the quantitative findings. Similar

it be viewed as an anomaly because

within the research analysis, a par-

findings were identified in research

other studies within the literature have

ticular variance was identified and

by M.A. Cataldo in Virginia in 2011, in

reported contradictory findings on gen-

worthy of highlighting. The quantita-

which larger school divisions ranked

der differences. The unique varying

tive analysis identified that the level

financial budgetary skills lower than

perspectives and leadership attributes

of importance placed on finance and

smaller school divisions. In The Mod-

of superintendents, based on gender,

budgeting skills was not as high for

ern School Superintendent, Edwards

appear minor in most cases but have

participants in large (3,500+ students)

highlights this topic, stating that the

been found to be evident.

Table 1

Summary of Themes – Key Indicators and Themes Situational

Personal Traits

Skills / Abilities

Fit for District

Balance

Communication

In-District Residency

Ethics & Values

Emotional Intelligence

Tenure

Gender

Finance & Budgeting

Genuine & Authentic

Ensuring Quality Instruction Through Leadership

Humor

Ownership Culture Problem Solving Shared Understanding Stakeholder Relationships Maintaining Leadership Focus on Student Experience Transparency Ultimate Responsibility Providing Vision & Facilitating Strategic Plans

MARCH-APRIL 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

Situational Leadership

include providing instructional

outcome of the study in which situa-

Returning to the lens of situ-

leadership at an individual level to

tional leadership became the means

ational leadership used to analyze

principals, through dialogue that

by which aspiring superintendents

the qualitative data, it is important

supports their needs, and bolstering

could frame their efforts within each

to emphasize the connection found

stakeholder relationships by attend-

of the Key Indicators and themes

between the leadership frame-

ing to the unique needs of differing

identified in Table 1 (page 17).

work and the findings. Many of the

groups. The themes of emotional

In honing leadership skills, rec-

highlighted themes presented in

intelligence and balance support the

ognizing both the needs of a unique

this research support a situational

model by providing understanding

audience and the needs within a topic

leadership framework to be used by

to the superintendent of both stake-

of discussion becomes critical in nav-

superintendents to guide their school

holders and self.

igating how best to interact with team

district. The use of this framework

While situational leadership

members. In “Leadership That Gets

complements the vast scope of the

was used as the theoretical frame-

Results,” Goleman identifies six leader-

role in that each area of responsibil-

work for qualitative data review, the

ship styles within situational leadership.

ity holds differing needs. Examples

theoretical framework generated an

“Each derives from different emotional

Table 2

Goleman’s Six Leadership Styles

The Coercive Style.

This “Do what I say” approach can be very effective in a turnaround situation, a natural disaster, or when working with problem employees. But in most situations, coercive leadership inhibits the organization’s flexibility and dampens employees’ motivation.

The Authoritative Style.

This style’s impact on organizational climate is not as high as you might imagine. By giving workers a voice in decisions, democratic leaders build organizational flexibility and responsibility and help generate fresh ideas. But sometimes the price is endless meetings and confused employees who feel leaderless.

The Pacesetting Style.

An authoritative leader takes a “Come with me” approach: she states the overall goal but gives people the freedom to choose their own means of achieving it. This style works especially well when a business is adrift. It is less effective when the leader is working with a team of experts who are more experienced than he is.

The Democratic Style.

The Affiliative Style.

A leader who sets high performance standards and exemplifies them himself has a very positive impact on employees who are self-motivated and highly competent. But other employees tend to feel overwhelmed by such a leader’s demands for excellence — and to resent his tendency to take over a situation.

The Coaching Style.

The hallmark of the affiliative leader is a “People come first” attitude. This style is particularly useful for building team harmony or increasing morale. But its exclusive focus on praise can allow poor performance to go uncorrected. Also, affiliative leaders rarely offer advice, which often leaves employees in a quandary.

This style focuses more on personal development than on immediate workrelated tasks. It works well when employees are already aware of their weaknesses and want to improve, but not when they are resistant to changing their ways.

Source: Goleman, Leadership That Gets Results, 2000 18

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

intelligence competencies, works best

perspective of what current superinten-

in particular situations, and affects

dents, and the school board members

the organizational climate in different

who hire them, believe is most import-

ways.” Table 2 details each of these

ant in selecting the ideal superintendent

styles, providing a better understanding

candidate. Second, this understanding

of when each is best utilized. There is

can provide a roadmap for superinten-

a higher likelihood of success when a

dent candidates to find the professional

superintendent possesses the discern-

development and experiences needed

ment to know which leadership style to

to expand their skills and abilities, as

utilize with a staff member, given their

well as to be more reflective in their

unique needs and the topic at hand.

practice regarding the most intrinsic items. Third, when looking to hire a

Conclusion

new superintendent, these insights into

The findings from this study can

the ideal superintendent candidate can

inform the education profession in

provide school board members a start-

three distinct ways. To begin, from

ing place for the important discussion

Links to the resources in this

these analyses aspiring superinten-

leading to the development of their

story can be accessed at blog.iasb.

dent candidates can draw an informed

superintendent candidate profile.

com/p/journal-resources.html.

Resources

STAY CONNECTED! Don’t miss out on important information to assist you with your school board responsibilities: • workshops and board training,

• Conference information,

• governmental relations,

• and much more!

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www.iasb.com

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MARCH-APRIL 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

FEATURE ARTICLE

Trends in collective bargaining in 2019 By Melissa D. Sobota and Shelli L. Anderson

Melissa D. Sobota and Shelli L. Anderson are attorneys with Franczek P.C. in Chicago.

number of changes that will

collective bargaining in our schools

impact and inf luence the

for the next few years.

collective bargaining process for years to come took place in 2018.

• Promoting early childhood education; • Rolling back the emphasis on

Impact of a new administration

school vouchers and charter

In Illinois, these changes include

During his campaign, Governor

the election of a new governor, an

J.B. Pritzker emphasized his hope to

• Supporting a $40,000 minimum

schools;

amendment to the Illinois Pension

improve the education system and

salary for public school teachers;

Code, an impactful U.S. Supreme

make Illinois a national model for

• A commitment to an equitable

Court decision, and a national rise

education. Only a month into his

in activism among teachers. Each of

term, Pritzker formed and appointed

these influences is detailed below,

members to his Educational Success

schools.

as are recommendations and pre-

Committee, which we predict will

Throu g hout h is ca mpa ig n,

dictions of how they will impact

focus on the following issues:

funding formula; • Increased f unding for K-12

Pritzker emphasized the need to promote and develop early childhood education. He has pledged to expand the birth-to-3 programs, pave a path for universal pre-K statewide, and lower the compulsory school age from 6 to 5 in an effort to ensure every child is able to benefit from the cognitive, social, and emotional benefits of early childhood education. Accordingly, we predict this year will bring about an increase in funding and/or legislation related to these initiatives. Unions may capitalize on this opportunity to discuss early childhood education at the bargaining table or request impact bargaining, provided new legislation is enacted that will affect the wages, hours,

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

or working conditions of members’ employment.

In 2017, the state adopted a

and determining the financial fore-

new evidence-based funding (EBF)

cast when negotiating bargaining

Where Governor Bruce Raun-

formula, which funnels more state

agreements.

er was a vocal proponent of school

money to school distr icts w ith

choice and supportive of efforts to

greater financial needs and few-

expand charter school options in

er means to raise revenue locally.

Policies aside, the G eneral

the state, Pritzker has expressed his

Rauner signed the final changes to

Assembly amended the Illinois

belief that adequate public school

the formula in the spring of 2018.

Pension Code in June 2018, which

funding should come first. In 2017,

The goal of the funding formula

will significantly impact labor nego-

Illinois introduced Invest in Kids, a

is to have every district meet a 90

tiations in 2019. For the last decade,

new private school scholarship for

percent adequacy level. In order to

the Illinois Pension Code, 40 ILCS

low- and middle-income students,

be fully funded, the EBF formula

5/16-158, has required employer

which was funded by independent

requires an additional estimated

contributions for teacher salary

tax credits. The program launched in

$7.2 billion. In a recent speech,

increases in excess of 6 percent of

2018 and gave tax breaks to residents

Pritzker emphasized that “[e]very

the previous year’s salary. When a

who donated to private schools and

child in this state deserves a qual-

teacher retired, the employer was

offered scholarships to low-income

ity education – regardless of the

required to pay TRS contributions

families to send their children to

color of their skin, the zip code

equal to the actuarial value of the

private schools. Pritzker, however,

they come from, or the income

pension benefit that resulted from

campaigned on rolling back the

of their parents,” signaling his

any salar y increase over 6 per-

Invest in Kids scholarship program

desire to prioritize funding for

cent that was used in the retiring

and supporting a moratorium on

the EBF formula. Moreover, Pritz-

teacher’s final average salary cal-

charter schools.

Impact of 2018 legislation

ker’s appointment of Senator Andy

culation. That changed on June 4,

Accordingly, we predict that

Manar, a driving force behind the

2018, when House Bill 3342 was

Pritzker will focus his efforts on

successful movement to reform

signed into law and became Public

increasing funding for the existing

Illinois’ school funding formula, as

Act 100-0587.

public school system rather than

co-chair of the Educational Suc-

Under the current law, for con-

seeking to expand the school voucher

cess Committee further suggests

tracts entered into, amended, or

and charter school programs.

his commitment to this issue.

renewed after June 4, 2018, the

I n M ay 2 018 , t he G e ner a l

Although it appears that Pritz-

employer is required to pay the TRS

Assembly passed Senate Bill 2892,

ker intends to make education a

contribution equal to the actual val-

which would have increased the

priority during his term, his biggest

ue of a pension benefit that results

m i n i mu m s a la r y for f u l l-t i me

challenge will be to get the state’s

from any teacher salary increase

teachers in Illinois public schools

fiscal issues in order and find alter-

over 3 percent in the years used to

to $40,000 over the next five years.

native ways to increase funding for

determine the teacher’s pension.

Despite the support in the General

teachers, students, and schools.

Notably, the law provides a grand-

Assembly, Rauner vetoed the bill.

The state’s $8 billion K-12 public

fathering clause, which exempts

With the change of leadership, both

school system currently ser ves

contracts and collective bargaining

legislative chambers and the gov-

approximately two million stu-

agreements that were entered into,

ernor’s office will be led by Demo-

dents and employs approximately

amended, or renewed prior to the

crats. Accordingly, we predict that a

130,000 teachers. State funding

effective date.

similar bill to Senate Bill 2892 will

will be a key component to the suc-

There are multiple implications

be introduced early in the legisla-

cess of Pritzker’s initiatives, includ-

of this provision for employers to

tive session and will be passed with

ing fixing the underfunded pension

consider. The penalty applies if

the support of Pritzker.

system, funding the EBF formula,

the amount of a TR S member’s

MARCH-APRIL 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

salary for any school year used to

also include extracurricular pay,

Under a typical salary schedule,

determine the final average salary

stipends, and contr ibutions to

all teachers in the same step and

exceeds the prior year’s salary by

ta x- deferred retirement plans,

lane are paid the same salaries,

more than 3 percent. If the sala-

among other payments. Finally, the

regardless of that teacher’s skill, effectiveness, or achieved outcomes for students. As an alternative to traditional

“While the fallout [from Janus] continues to be legislated and litigated, it is important for all school districts

salary schedules, we predict school districts will attempt to tie compensation increases to more tangible

to understand that they must treat all employees

components such as funding, CPI,

covered by a collective bargaining agreement equally,

or meeting specific school district

regardless of their membership status.”

goals. We also predict that bargaining topics such as health insurance contributions, class size, plan time, professional development requirements, and responsibilities outside

ry increase exceeds the 3 percent

average salary for Tier I members is

the school day will be hot topics

limit, the employer must pay a pen-

calculated using the four highest,

during 2019 negotiations as school

alty to TRS equal to the present

consecutive annual salary rates

districts find ways to conser ve

value of the increase in benefits

within the last 10 years of credit-

funds and balance potential cost

resulting from the portion of the

able service. For Tier II members,

increases.

salary increase in excess of 3 per-

the average salary is the average

cent. Employers should also keep

of the eight highest, consecutive

in mind that creditable earnings

annual salary rates within the last

include more than salaries. They

10 years of creditable service.

Impact of Janus A s w idely a nticipated, the U.S. Supreme Court held by a 5-4

Although these contributions

vote that fair share agreements are

cannot be bargained away or negoti-

unconstitutional. (Janus v. AFSC-

ated as member contributions, this

ME, 585 US ___ (2018)). The central

new law will influence and impact

issue in Janus addressed whether

the parties’ priorities, strategies,

government employees who are

and limitations at the bargaining

represented by a union to which

table. In light of the modified pen-

they do not belong can be required

sion law, we predict an increase in

to pay a fee to cover the costs of

the already growing trend of school

collective bargaining. The United

districts moving away from tradi-

States Supreme Court held that the

tional salary schedules. Along with

public-sector unions’ procedure of

annual automatic raises to mem-

exacting fair share fees from non-

bers’ salaries, a salary schedule

consenting employees violated the

contains automatic salary bumps

First Amendment. The Court rea-

called “step and lane” increases

soned that forcing free and indepen-

that add to a teachers’ total com-

dent individuals to endorse ideas

pensation. “Steps” refer to tenure,

that they find objectionable raises

and “lanes” refer to the level of edu-

serious First Amendment concerns,

cation the teacher has attained.

which could not be validated by

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

justifications such as labor peace

directed to the union or the Illinois

for the Northern District of Illinois

and avoiding the risk of free riders.

Educational Labor Relations Board.

against the Illinois Attorney General

This decision has and will con-

Despite being an anticipat-

and Illinois Labor Relations Board,

tinue to impact labor negotiations.

ed decision, we expect and have

arguing that its duty of fair repre-

Based on the decision, employers

begun to see unions engaging in

sentation was unconstitutional in

were immediately required to cease

more aggressive bargaining to prove

light of the Janus decision. Local

deducting any fair share fees from

their worth to their members. We

150 argued that the duty of fair rep-

the paychecks of any employee who

further predict an uptick in infor-

resentation violated its First Amend-

had not voluntarily signed a dues

mation requests and grievances,

ment rights by unconstitutionally

authorization card. School dis-

implementation of narrower dues

compelling it to speak on behalf of

tricts have also received a number of

revocation periods, and an assertion

non-members. In early February

demands for impact bargaining over

of members-only benefits. Beyond

2019, Judge Sharon Johnson ruled

the removal of fair share provisions

the bargaining table, we also expect

that the lawsuit could proceed. It is

in collective bargaining agreements.

there to be an increase in legislation

unclear how this lawsuit will ulti-

Among the demands districts have

and litigation over the effects of this

mately turn out, but we will con-

seen in impact bargaining include

decision. For example, shortly after

tinue to monitor and report on its

demands to receive personal contact

the Court issued the Janus decision,

progress and implications of the

information for all bargaining unit

the International Union of Operating

ultimate ruling.

employees, an opportunity to meet

Engineers, Local 150 filed a lawsuit

W hile the fallout continues

with employees and new employees

in the United States District Court

to be legislated and litigated, it is

on paid time, limitation in the optout period, limitations on district communications with employees about membership, and prohibiting

A service of the Illinois Association of School Boards

employers from sharing membership information with outside entities. Districts should tread lightly when communicating with employees about Janus and union membership so as to avoid committing an unfair labor practice. The Illinois Educational Labor Relations Act still permits employees the right to select a representative of their choosing so districts must be cautious about

Two questions to consider:

1 2

Will your district have a different superintendent for school year 2019-2020? Will your board of education have new board members after the April 2019 election?

unduly influencing an employeeâ&#x20AC;&#x2122;s decision. Communications from the school district should contain only factual information and should not express any opinions about the

The IASB executive search consultants and field service directors want to assist you in building your new team of eight. Every IASB Superintendent Search includes an in-district workshop to help your new team get off to a quick start.

decision, unions, union dues, or employee decisions to be members or not. Rather, employees inquiring about terminating membership or

For more information contact your IASB executive search consultant or field services director at: Lombard 630/629-3776 or Springfield 217/528-9688

becoming full members should be

MARCH-APRIL 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

important for all school districts

In December, the teachers at Acero

in early February against the Chi-

to understand that they must treat

Charter Network in Chicago went

cago International Charter Schools

all employees covered by a collec-

on strike for smaller class sizes, a

(CICS) charter network in Chica-

tive bargaining agreement equally,

shortened school year and school

go. CICS employs approximately

regardless of their membership sta-

day, as well as a step and lane sala-

175 teachers at four schools, serv-

tus. Special benefits or compensa-

ry schedule similar to what teach-

ing approximately 2,000 students.

tion cannot be offered or given to

ers in the Chicago Public Schools

Like the teachers at Acero, the

employees based on their member-

receive. Acero Charter Network

teachers at CICS are represented

ship or non-membership status with

employs over 500 teachers and has

by the Chicago Teachers Union

a union and, until ruled otherwise,

15 schools serving approximately

(CTU). The teachers at CICS went

unions are required to continue to

7,500 students. In early December

on strike for smaller class sizes, a

fairly represent all bargaining unit

the teachers struck for four days

shorter school day, shorter school year, and most importantly, higher pay. CICS claims that CTU’s wage

“Generally speaking, [Interest-Based Bargaining] is a

proposal would “lead to financial insolvency.” The strike against CICS

more collaborative approach that dispenses with the

was ongoing at the time this article

systematic exchanging of formal, written proposals

was written. Also recently, teachers in Los

in favor of participation by many individuals

Angeles, the nation’s second-largest

and reliance on interest-based problem-solving

district, went on strike over better

techniques.”

pay, smaller class size, and increased support staff such as school nurses and librarians. This showing of activism illustrates that teachers across

employees, regardless of their mem-

before the parties reached an agree-

the country are not afraid to speak

bership status.

ment that reduced the school year,

out and strike for higher wages and

school day, and class size within the

better working conditions.

Impact of increased activism 2018 also brought a remarkable display of teacher activism. Thou-

In an effort to improve relation-

against any charter school anywhere

ships, many school districts have shift-

in the country.

ed away from traditional bargaining

sands of teachers in West Virginia,

At the same time the teach-

toward Interest-Based Bargaining

Oklahoma, Arizona, Colorado, Ken-

ers in the Acero Charter Network

(IBB). Traditional bargaining consists

tucky, and North Carolina success-

were striking in Chicago, teachers

of both sides exchanging written pro-

fully went on strike for higher wages

in suburban Geneva School District

posals and counterproposals “across

and more school funding. Unlike

304 went on strike over compensa-

the table” and is not typically a col-

strikes Illinois public school districts

tion, specifically whether to move

laborative process. Once the parties

have experienced, the teachers in

away from the traditional step and

reach a stalemate on the proposals,

these states struck against their state

lane salary schedule model. The

the parties will exchange final offers

legislatures, rather than their indi-

teachers demanded to keep it, con-

and if no agreement is reached, the

vidual school districts, in order to

sistent with comparable districts

union may call for a strike. In Illinois,

obtain wage increases and increased

within Kane County. The parties

before a union representing educa-

school funding.

reached an agreement after a six-

tional employees can go on strike, the

day strike.

parties must first go through the pub-

Illinois also saw a historic teach-

Network. This was the first strike

er strike in 2018 with the first strike

This strike was subsequently

lic posting process run by the Illinois

against a charter school network.

followed by another teacher strike

Educational Labor Relations Board

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

where both parties’ final offers are

a trend in 2019. This process begins

bargaining negotiations in 2019.

very similarly to IBB with the parties

Governor Pritzker’s focus on edu-

working through the issues, interests,

cation may result in positive and

and options. However, unlike in IBB

meaningful changes to our state’s

where consensus must be reached

education system, but only if the

on each item, if no consensus is

funding is there to support his ini-

reached in Modified IBB, the issue

tiatives. The shift to a more collab-

is moved to the “parking lot.” Once

orative negotiation approach will

all the issues have been processed,

likely foster better bargaining rela-

the parties return to the issues in the

tionships and build greater aware-

parking lot and engage in traditional

ness and trust among the parties,

or other modified bargaining. Finding

particularly when working through

a balance between traditional princi-

the new 3 percent TRS cap, equita-

ples and more creative albeit idealistic

ble funding formula, and financial

methods may be a key component to

forecast. Finally, the Janus deci-

minimizing strikes and rebuilding

sion will likely have a significant

trust among the parties.

impact on both the vitality of public

The items discussed herein

sector unions in this state and the

are just a brief survey of what we

methods by which they advocate

think will inf luence and impact

for their members.

made available to the public and give 10 days’ notice of their intent to strike. Generally speaking, IBB is a

Plus

more collaborative approach that

PRESS

dispenses w ith the systematic exchanging of formal, written proposals in favor of participation by many individuals and reliance on interest-based problem-solving techniques. IBB is often run by using the

Policy Reference Education Subscription Service

services of the Federal Mediation and Conciliation Services (FMCS). Parties discuss the issues and interests and then process the options. If a consensus is reached, the issue is sent to the writing team. Although slightly idealistic, the obvious advantage of IBB is open exploration and

With a PRESS Plus subscription, we will clearly identify suggested updates (based on PRESS) for your unique district policies and incorporate board-adopted changes into your manual, saving your staff valuable time.

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discussion of issues and shared interests, which may help to promote better understanding of the concerns among parties and build greater trust. Modified versions of IBB are

Policy Services

Contact Angie Powell at 217/528-9688, ext. 1154 or apowell@iasb.com.

also growing in popularity, and we expect this bargaining method to be

MARCH-APRIL 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

ICYMI

Dealing with conflict on your board

By Cynthia Tolbert Panelists: Amy Armstrong, Board Vice President; and Christopher Kloeppel, Board President, Champaign CUSD 4; Larry Lilly, Superintendent; and Michelle Skinlo, Board President, Mattoon CUSD 2; Moderator: Patrick Rice, Director/Equity Director, Field Services, IASB.

Cynthia Tolbert is principal of Alhambra Primary School in Highland CUSD 5 and a participant in the Educational Administration Intern program from Southern Illinois University Edwardsville.

onflict on a school board is inev-

conflict that stems from the work of the

Conflict is normal and how you

itable. How a board deals with

board. Politics also play a role in school

handle it when it arises can influence

it makes all the difference. A panel of

board conflict. It was noted from the

how successful the conflict is dealt

school board members and one super-

panel that this oftentimes creates a lot

with and resolved from the standpoint

intendent discussed this in the “Deal-

of tension on their boards. Sometimes,

of the board. The panelists strongly

ing with conflict on your board” panel

new board members are elected (or

advised that superintendents should

at the 2018 Joint Annual Conference.

appointed) and come to the board with

be careful when it comes to getting

All school boards should follow

a personal agenda. This too can cause

involved in board conflict and getting

the IASB Principles of Effective Gover-

conflict for the group. The members

conflicts resolved. As a superinten-

nance. At times, school boards deviate

of the panel agreed that dealing with

dent, being involved in the board’s

from these principles. The panelists

conflict made them feel uncomfortable,

conflicts could potentially cause ongo-

suggest to the group that these be

but it needs to be addressed when it

ing or more serious issues with and

reviewed often with current board

occurs.

amongst the members of the board.

members.

Another way of differentiating

The panel suggested that the board

Common causes of conflict among

types of conflict includes defining it

members work out their own conflicts

board members can come from per-

as internal or external. Sometimes

with minimal, if any, help from the

sonal conflict, when board members

school board members do not get

superintendent.

can’t separate personal conflict from

along or have the same views or opin-

Communication is vital when

ions with others who serve on their

conf lict arises. The members of

board. But a school board needs to

the panel agreed that the lines of

come together, and work together, as

communication need to be open

a team. The panel emphasized that

to all seven board members. The

board members need to come to the

panelists also agreed that the open

table each meeting keeping an open

communication with each other and

mind. It is also important to under-

the people they serve gives them a

stand and to keep in the forefront of

sense of respect to each other and

one’s mind the roles of the school

in the community. They also sug-

board members, which, as the pan-

gested continuing to work through

elists noted, are to hire the superin-

open conversations when conflicts

tendent and make policy.

arise. Ignoring the elephant in the

ICYMI (In Case You Missed It) is a new feature in Journal, sharing panel reports from the 2018 Joint Annual Conference. Reporters are participants in the Educational Administration Intern program.

ICYMI

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

room will not make it go away. In fact,

run, is destructive and will cause

and opinions taken into account as

ignoring the elephant in the room

long-term issues.

the board team forms its resolutions,

often makes things worse. Tensions

And yet, conflict can be con-

are constructive.

can rise the longer a conflict is not

structive. Disagreements properly

Note: Links to the resources in

dealt with and conflict will not just go

addressed, with emotions and egos

this story can be accessed at blog.iasb.

away. Unresolved conflict, in the long

set aside, with an exchange of ideas

com/p/journal-resources.html.

Q: Who should attend meetings

application period. IASB has news

including the actual interviews

related to the search?

release templates that can be cus-

with candidates, may be conduct-

tomized and shared with all stake-

ed in closed session. The board

holders throughout the process.

must follow the same procedures

Ask the Staff continued from inside back cover

A: All working meetings and candidate interviews should be attended by all board members.

for all closed meetings. Looking at

When the final round of interviews

Q: When are closed-session

other steps throughout the search

transpires, the process may allow for

meetings appropriate during the

process:

involvement of staff and community.

search process?

Q: Who makes lunch and

stages of the process, from criteria

dinner arrangements when/if

selection to contract negotiation to

necessary?

the final vote on the selection. The

A: This question arises at all

• Proposal of IASB process (open meeting); • Identification of candidate qualifications (open meeting); • A n nou ncement of vaca ncy

A: Usually the board secretary

statute governing open meetings in

does. The lunch is often with admin-

Illinois applies to “all public bodies.”

• Present candidates and inter-

istrators, and the dinner is with the

The Open Meetings Act makes

view guidance (closed meeting);

board of education. The cost for

it clear that the policy of Illinois

• Interviews of candidates (closed

meals is borne by the district.

is to favor openness in government, and the official business

development (open meeting);

meeting); • Negotiate contract (closed

Q: Should we be communicating

of a public body may be conduct-

meeting).

with the staff and community

ed in closed sessions only during

Although a public body may

throughout the search?

certain, statutorily defined cir-

meet in pr ivate to d iscu ss the

A: It is important that the hir-

cumstances. The closed meeting

qualifications of a specific candi-

ing process for a superintendent

exceptions pertaining to super-

date, the final action making the

employs the same best practices

intendent searches include :

appointment must occur in open

as any hiring decision. Clearly, the

“The appointment, employment,

session. The board could, however

names of applicants must remain

compensation, discipline, perfor-

decide in closed session to extend

confidential. However, the board

mance, or dismissal of specific

an offer to a candidate. Such an offer

may choose to update the staff and

employees of the public body.”

would not constitute the making of

community regarding the process;

Please refer to the Open Meetings

an appointment.

for example, the dates when major

Act or consult your board attorney

For more information about IASB’s

events in the search take place,

for further clarification. Any dis-

Executive Searches department, visit

such as the advertising and the

cussion about specific candidates,

www.iasb.com/executive/.

MARCH-APRIL 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

ICYMI

Preparing the next generation of educational leaders

By Lela Majstorovic Panelists: Guy Banicki, Associate Professor; and Brad Hutchison, Instructional Professor, both of Illinois State University; Moderator: Marleis Trover, Associate Professor, McKendree University.

Lela Majstorovic is assistant superintendent of Secondary Schools Instruction and Equity, for Elginbased School District U-46.

n this session of the 2018 Joint

quarterly. According to panelist

and the new entrance assessment

Annual Conference, panelists

Brad Hutchinson, this group took

(TAP) for teacher candidates was

discussed the collaboration around

the lead as a collective as opposed

released with very low pass rates.

the design and implementation of

to allowing an outside entity to

A new exit assessment was also

superintendent preparation pro-

come in and do this “to them.”

implemented, also with low pass

grams, including collaborative

Currently, the group has been con-

rates. The need to focus on the

design and implementation and

ducting research on the teacher

teacher shortage aligns with the

research on educator numbers and

shortage, teacher preparation, and

national shortage of approximately

concerns. After Illinois required

vacancies and candidates for both

60,000 teachers annually.

higher education institutions to

teacher and principal positions.

The new re qu i rement s for

redesig n their super intendent

Over the past six years, there have

superintendent preparation pro-

preparation programs, the Illinois

been 1,742 eligible principal can-

grams brought forth a need for

Council of Professors of Educa-

didates in Illinois; but there were

the group to develop several advi-

tional Administration/Leadership

approximately 2,800 vacancies

sory boards, including a super-

(ICPEA) developed a workgroup to

during that same period. W hile

intendent advisory board and a

embark on a collaborative rede-

this is an example from our state,

regional administration advisory

sign. Because there were strict

th is is rea l ly a nationa l is sue.

board, on which current adminis-

guidelines for programs to gain

Because you cannot have super-

trators who work in this capacity

accreditation, ICPEA wanted to

intendents without teachers and

are brought together to provide

pool the resources of its members

principals in the pipeline toward

input and feedback. A focus of the

to ensure coherence around the

leadership, this presented a need

group is to increase the diversity

state.

for this group to work on this issue.

of candidates and reducing barri-

The work that this group does

The group started by exam-

ers for candidates. For example,

includes nominating candidates

ining the teacher shortage and

if a student is interested in a pro-

for, and supporting internships

identified some reasons why the

gram at Illinois State University,

for educational administration

number of teacher candidates has

but cannot travel to the school,

s t u d e nt s a t t h e J o i nt A n nu a l

significantly decreased over the

the dean will work with partners

Conference (one result of which

last six years. Around that time,

in the group to pass on the candi-

is t h is pa nel rep or t), col lab o -

two things happened: Illinois went

date’s name so that he or she is able

rating on research, and meeting

through a series of budget crises;

to access an approved program.

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

Another example is to lobby for

superintendent depending on the

to provide high- quality leader-

funding that would allow candi-

candidate’s program) throughout

ship development programming

d ates to acces s job - embedded

the program.

throughout the state of Illinois.

coaching throughout their leader-

W hile the redesign in lead-

This allows the group to work to

ship career. Finally, a large aspect

ership programs initially posed a

ensure not only consistent and

of the program is a course- em-

challenge, it enabled higher educa-

coherent programming, but also

bedded i nter nsh ip where ca n-

tion institutions to develop strong

the recruitment and retention of

didates wou ld work adjacently

partnerships with each other and

high-quality leaders to fill the need

with a school leader (principal or

with partner organizations in order

in our state.

Memoriam continued from page 32

Judy Kurlakowsky, 73, died

the Bismarck-Henning school board

Quinn Pence, 79, died Decem-

December 24, 2018. She previously

from 2009 to 2013. He also chaired

ber 9, 2018. He previously served

served on the St. Joseph-Ogden school

Bismarck-Henning’s Parent Adviso-

on t he D a l la s E S D 327 scho ol

board. She also formerly worked for

ry Council through the late 1970s

board for twelve years.

the St. Joseph Grade School.

and into the mid-1980s.

R a y m o n d Po r t o, 74 , d i e d

William P. “Bill” Kurth, 77,

Glenn E. Merritt, 94, died Jan-

Novemb er 26 , 2 018 . He wa s a

died December 6, 2018. He was a

uary 13, 2019. He formerly served

former member of the Lockport

former member and president of

for 17 years on the Homewood

District 92 school board.

Riley CCSD 18 school board, serv-

(District 153) Board of Education,

ing for 10 years.

including 14 years as president.

Roy D e a n Pr at er, 8 3, d ied January 26, 2019. He was a past

Jack Kutches, 89, died January

Jim Mitchell, 74, died January

2, 2019. He was a former member of

1, 2019. He previously served on the

Morris CHSD 101 Board of Educa-

Johnston City CUSD 1 school board

Jeffer y A lan Schlueter, 60,

tion, where he also served as board

and was mayor of Johnston City at

died January 21, 2019. He was a

president.

the time of his passing.

former president of the Rantoul

member of the Cowden school board.

Herbert N. Leavitt, 99, died Jan-

John Grant “Jack” Mosher, 90,

uary 6, 2019. He was a former mem-

died January 14, 2019. He previ-

James Bernard Sullivan, 84,

ber and president of the Hazel Crest

ously ser ved for many years on

died January 3, 2019. He previ-

District 152.5 Board of Education.

the school board at Washington

ously served on the school board

CHSD 308.

of Shiloh CUSD 1 (Hume).

Phyllis O. Markley, 78, died

City SD 137 school board.

January 16, 2019. She previously

Darrell Lee Ottwell, 79, died

Walter L. Whitaker, 85, died

served on the Peoria District 150

December 2, 2018. He was a former

January 2, 2019. A former teach-

school board for 18 years, including

Wood River-Hartford ESD 15 school

er a nd coach at the loca l h ig h

three terms as board president. She

board member.

school, he retired as principal in

also headed up the Peoria Public

M e r l e W. Pa r k s , 9 6 , d i e d

the Granite City School District in

Schools Foundation at its inception.

August 22, 2018. He formerly served

1993. He then served as a Granite

L a r r y Mc Con key, 75, d ied

on the Colchester school board for

City school board member for the

many years.

next 20 years.

December 13, 2018. He served on

MARCH-APRIL 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

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

A Directory of your IASB Service Associates IASB Service Associates are businesses which offer school‑related products and services and which have earned favorable reputations for quality and integrity. Only after careful screening is a business firm invited to become a Service Associate.

Appraisal Services INDUSTRIAL APPRAISAL COMPANY — Building and fixed asset appraisals for insurance and accounting purposes. Oak Brook – 630/575-0280

Architects/Engineers 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: rpcozzi@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 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; Elgin – 847/695-5840 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 – 847/7424063; 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: mengelhardt@dlrgoup.com ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake – 847/223-4804; Chicago – 312/463-0551; Mokena – 708/614-9720; website: www.eea-ltd.com; email: geriksson@© FARNSWORTH GROUP — Architectural and engineering professional services. Normal – 309/663-8436 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 THE GARLAND COMPANY — Complete building envelope solutions to extend the life of existing building assets (walls, roofing, waterproofing, sealants, and floors) Facility Asset Management programs and US Communities Vendor. Cleveland, OH – 815/9221376; website: www.garlandco.com GREENASSOCIATES, INC. — Architecture/construction services. Deerfield – 847/317-0852, Pewaukee, WI – 262/746-1254; website: www.greenassociates.com; email: greig@greenassociates.com

JMA ARCHITECTS — Full service professional design firm specializing in K-12 educational design, construction management, strategic/master planning, health/life safety compliance, building commissioning, and interior space design. South Holland – 708/339-3900; website: www.jmaarchitects.com; email: allison@ jmaarchitects.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 LEGAT ARCHITECTS, INC. — Architectural and educational planners who specialize in creating effective student learning environments. Gurnee – 847/622-3535; Oak Brook – 630/990-3535; Chicago – 312/258-9595; website: www.legat.com PCM+DESIGN ARCHITECTS — Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting and related services. East Peoria – 309/694-5012 website: www.PCMPLUSD.com PERFORMANCE SERVICES, INC. — An integrated design and delivery engineering company serving the design and construction facility needs of K-12 schools. Schaumburg – 847/466-7220 PERKINS+WILL — Architects. Chicago – 312/755-0770 RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford – 815/398-1231; website: www.rljarch. 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 — An architectural planning and interior design firm that provides services primarily to School Districts in the Chicago-Land area with an emphasis on service to their clients, as well as their communities. Burr Ridge – 630/455-4500 WIGHT & COMPANY — For over 77 years, Wight & Company has provided design and construction services for the built environment. As a pioneer of integrated Design & Delivery, we’ve worked with our clients to create exceptional, enduring buildings and spaces that enrich people’s lives and enhance the environment; Darien – 630/969-7000; website: www.wightco.com; email: bpaulsen@ wightco.com WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899. Fairview Heights – 618/6242080 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: COREconstruction.com F. H. PASCHEN — A General/Construction Manager with extensive experience in new construction and renovation of educational and institutional facilities in the public/private sectors. Chicago – 773/444-1525-3535; website: www.fhpaschen.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison – 630/628-8500; website: www.fquinncorp.com

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea – 618/277-8870 NICHOLAS & ASSOCIATES, INC. — Construction management, general contracting, design and build. Mt. Prospect – 847/394-6200 email: info@nicholasquality.com PEPPER CONSTRUCTION COMPANY — Construction management and general contracting services. Barrington – 847/381-2760 website: www.pepperconstruction email: jripsky@pepperconstruction.com POETTKER CONSTRUCTION COMPANY — Specializing in Construction Management, Design/Build, Construction Consulting Services, and Energy Solutions for education clients. Breese – 618/526-7213; website: www.poettkerconstruction.com RUSSELL CONSTRUCTION COMPANY, INC. — Russell provides successful, knowledgeable construction management and contracting services in the PREK-12 market from concept to completion and continuing care for your facility needs. Davenport, IA – 563/459-4600 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; website: www.smwilson.com; email: judd.presley@smwilson.com TRANE — HVAC company specializing in design, build, and retrofit. Willowbrook – 630/734-6033

Computer Software, Supplies, Services COMPUTER INFORMATION CONCEPTS, INC. — Infinite Campus Student Information System and Finance Suite, and Tableau Data Visualization / Analytics. Greeley, CO – 312/995-3342 SONITROL GREAT LAKES — Verified electronic security. Northbrook – 847/205-0670; website: www.sonitrolverified.com

Consulting DECISIONINSIGHT, LLC — DecisionInsite provides the nation’s school district leaders with the technology, enrollment forecasts, and expertise they need to understand how enrollment impacts their district. Irvine, CA – 877/204-1392

Environmental Services ALPHA CONTROLS & SERVICES, LLC — We deliver energy cost justified solutions that make the learning environment comfortable, secure, and efficient. Rockford, Springfield, Champaign; website: www.alpaacs.com email: jasonv@alphaacs.com – 815/227-4000 CTS GROUP — Dedicated to assisting K-12 education meet the challenge of providing healthy, safe, and educational appropriate learning environments. St. Louis, MO – 636/230-0843; Chicago – 773/633-0691; website: www.ctsgroup.com; email: rbennett@ctsgroup.com

RADON DETECTION SPECIALISTS — Radon measurements in elementary, middle and high schools, as well as all DCFS licensed spaces. We service the entire state of Illinois. Westmont. 630-3254443/800-244-4242. www.radondetection.net; email: KirstenS@ radondetection.net

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 BMO HARRIS BANK — BMO Harris Bank’s experienced specialists can help you build a sound strategy to help close budget gaps, manage day-to-day cash flow and maximize your resources. Chicago 312/461-7895 EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Chicago – 312/638-5250; website: www.ehlers-inc.com; email: abooker@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 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 WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont – 630/560-2120

ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca – 630/773-7201; email: smcivor@energysystemsgroup.com

Grounds and Maintenance

GCA SERVICES GROUP – Custodial, janitorial, maintenance, lawn and grounds, and facility operations services. Downers Grove – 630/629-4044

Human Resource Consulting

GRP MECHANICAL CO., INC. — Renovating buildings through energy savings performance contracting to provide the best learning environment. HVAC, Plumbing, Windows, Doors, and Mechanical Services. Bethalto – 618/779-0050

NELS JOHNSON TREE EXPERTS — full service tree maintenance and plant health company. Evanston — 847/475-1877 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

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

MEEMIC INSURANCE — For over 66 years, Meemic has offered auto, home, and umbrella insurance products tailored specifically for the educational community. Auburn Hills, MI – 856/495-9041

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

THE SANDNER GROUP — Insurance program management, marketing & claims services for workers’ compensation, property & liability. Chicago – 800/654-9504

ILLINOIS ENERGY CONSORTIUM — Sells electricity and natural gas to school districts, colleges, and universities. Dekalb – 815/7539083; website: www.ILLec.org; email: hwallace@iasbo.org ENGIE SERVICES U.S. — 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. Chicago – 312/4987792; email: sharon@opterraenergy.com

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

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

MARCH-APRIL 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

MILESTONES

Achievements Raymond Poe,

department in 2015. In the legislature

1947. Polancic has

who served on the

he often worked on issues in support

also volunteered

Williamsville Board

of public education. Noting that he has

as a baseball man-

of Education from

reached the age of 74, he said, “I think

ager for numerous

1970 to 1991 and

that means it’s time to sort of enjoy

teams, and served

was board president

the fruits of your labor all your life.”

for five years, recently announced

as a member of the Ottawa police and fire boards. In hon-

his retirement from public life. Until

Frank M. Polancic, who served

or of his service to the community

January, Poe had been the Illinois

as a member of the Ottawa Elemen-

and the school district, the Ottawa

Department of Agriculture Director.

tary school board for 37 years, has

Youth Football League and the Otta-

He had served in the Illinois House

been selected as a 2019 inductee to

wa Elementary School District in

for two decades before being named

the Ottawa Township High School

2012 dedicated a ballpark Frank M.

by the governor to run the agriculture

Hall of Fame, representing the class of

Polancic Field.

Joe, as a member of the Utica school

on the school board for Woodland High

board for 10 years.

School (Streator) for several years.

In memoriam R ichard E. Bagby, 69, died December 18, 2018. He was a former school board member at Germantown Elementary School.

Duane John Herrmann, 70, died

6, 2019. A retired high school teacher

January 16, 2019. He previously was

Rose M. Batten, 81, died January

and farmer, he was a former president

a member of the Oregon CUSD 220

16, 2019. Batten previously served on

of the Clinton CUSD 15 Board of Edu-

school board.

the Tampico school board.

cation.

Dale Houck, 92, died December

Mary Bernard (nee Luetzow), 91,

Meryn Davidson, 85, died Janu-

2, 2018. He previously served on the

died January 24, 2019. She previously

ary 18, 2019. He was a former president

Nokomis CUSD 22 Board of Education.

served on the Aurora West CUSD 129

of the McCook school board.

Board of Education as member and president for 14 years.

James Wilbur Jenkins, 82, died

John James Frederick, 93, died

December 21, 2018. He previously

December 16, 2018. He previously

served as a member of the Oak Grove

Walter Scott Blomeley, 91, died

served on the DeKalb CUSD 428 school

SD 68 (Bartonville) school board.

January 10, 2019. He previously served

board for seven years, including service

on the Sullivan CUSD 300 school

as board president.

board.

Steve Davenport, 74, died January

Shelby Harbison, 94, died Janu-

Emily Dill Johnson, 68, died November 21, 2018. She had served on the Zion Benton THSD 126 school

Russell Dean Bruns, 90, died

ary 5, 2018. A Springfield radio favor-

December 3, 2018. He formerly served

ite known for his nearly four-decade

Wilmer Kiewit, 89, died January

nine years on the Hartsburg school

association with WTAX/WDBR, he was

2, 2019. He previously served on the

board.

elected to the Springfield school board

O’Fallon District 90 school board for 18

Robert E. Cameron, 55, died

in 1964, serving two three-year terms,

years, including six years as president.

December 10, 2018. He previously

including a year as president. Harbison

Randall J. Keller, 51, died Janu-

served on the New Berlin CUSD 16

received the Springfield daily news-

ary 14, 2019. At the time of his passing

school board.

paper’s First Citizen Award in 2005.

he was a St. Libory Consolidated SD

Joseph Carey, 85, died December

Bobby Dean Henson, 85, died

21, 2018. He served, as did his father

January 23, 2019. He previously served

30 school board member. continued on page 29

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2019

ASK THE STAFF

FAQs on the superintendent search process By Thomas Leahy

uring a search for a superin-

screen candidate files, develop

will be “hand-picked,” or candidates

tendent, many questions are

interview questions, and ulti-

are “lobbying” the superintendent to

asked. In order to make sure commu-

mately appoint the next super-

influence board decisions.

nication between and among parties

intendent.

is clear, IASB offers a briefing that

• Second, staff and communi-

Q: Are internal candidates

will answer many questions at the

ty members may be invited to

treated differently than external

start of the search. In this manner,

attend a meeting with the final-

candidates?

proper notification to all parties

ists for the position and provide

A: All candidates for the position

can be made early in the search so

written feedback. All written

should be treated exactly the same as

no stakeholder group is wondering

comments will be forwarded to

it relates to the application process

“What is going on?” with the search

the board for review as part of

and documentation that must be

process. The following are some com-

its deliberations.

submitted. With that, at the board’s

mon questions, and answers, about the superintendent search process. Q: Will staff and community

direction internal candidates may Q: How should the

be treated differently than external

superintendent be involved?

candidates in regard to an interview.

A: It depends upon the board’s

If an internal candidate advances

members be involved in the

preference and the current superin-

to the final round, he or she should

search?

tendent’s willingness to be involved.

not tour their district but should

A: Although this is a decision

The board needs to utilize the super-

participate in staff and community

ultimately made by the board of edu-

intendent to gather information for

meetings. If the internal candidate

cation, staff and community mem-

the announcement of vacancy for the

does not advance beyond the first

bers may be involved in the search

position. The superintendent may

round, we encourage the president

process in two primary ways:

also offer his or her advice on the

of the board to personally relay the

• First, all staff and community

district’s leadership challenges so

board’s decision to the candidate.

members can be encouraged to

board members can more effectively

Rejection letters to internal can-

complete an online survey and/

interview candidates for the position.

didates, although understandable

or participate in focus groups

However, it is important to note that

because it treats them just as any

during the search. This gives

the superintendent’s involvement

other candidate, may overlook the

the board a more thorough

should be limited. The board does

person’s commitment to the district.

understanding of the issues

not want to give candidates the

Plus, internal candidates often need

and concerns within the orga-

impression that the superintendent is

reassurance that they remain valued

nization. Those survey results

substantially influencing board deci-

members of the organization even

will help the board develop cri-

sions throughout the search. Candi-

though the board has moved in the

teria that will be used to develop

dates may not apply for the position

direction of other candidates.

the announcement of vacancy,

if they feel the next superintendent

continued on page 27

Thomas Leahy, director of IASB’s Executive Searches department, offers this FAQ for board members planning superintendent searches.

NON-PROFIT PRST STANDARD US POSTAGE PAID ILLINOIS ASSOCIATION OF SCHOOL BOARDS

2921 Baker Drive Springfield, Illinois 62703-5929 Address Service Requested

www.iasb.com

New Board Member Workshops SUMMER 2019 Dates and Locations

Let’s get started!

JUNE 7–8, 2019

JUNE 21–22, 2019

Pere Marquette Hotel 501 Main St. Peoria, IL 61602

Delta Hotels by Marriott 1400 Milwaukee Ave. Glenview, IL 60025

NIU Naperville 1120 E. Diehl Rd. Naperville, IL 60563

The Pavilion 1602 Sioux Drive Marion, IL 62959

JUNE 14–15, 2019

For new school board members, there’s a lot to learn: mandated training, meetings, working with the superintendent, and learning the work of the board. Newly elected school board members may not have governing experience, but they want to succeed and have a positive impact in their community. IASB is here to help – Let’s get started! IASB’s New Board Member Workshops are designed to meet the needs of new school board

members. All Illinois mandated training is covered at the Friday workshop. The Saturday workshop includes essential information and resources for effective school board governance. As always, experienced board members and superintendents are encouraged to attend with their newly elected board members. Mark your calendar and register this spring for IASB’s New Board Member Workshops!

Gateway Center One Gateway Dr. Collinsville, IL 62234 Tinley Park Convention Center 18451 Convention Center Dr. Tinley Park, IL 60477

Radisson Hotel & Conference Center 200 South Bell School Rd. Rockford, IL 61108

JULY 12–13, 2019 Crowne Plaza 3000 South Dirksen Pkwy. Springfield, IL 62703 NIU Naperville 1120 E. Diehl Road Naperville, IL 60563

For more information, contact Peggy Goone at pgoone@iasb.com or 217/528-9688, ext. 1103.