HUMAN RESOURCES ISSUE / WINTER 2020
RISK ISSUE / WINTER 2019
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HIRING FOR RESULTS How to Stand Out as an Employer to Recruit & Retain the Best Talent
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Join the Illinois ASBO Support Professionals Program to start learning today! Find more information at www.iasbo.org/supportpro.
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INSIDE
Illinois Association of School Business Officials UPDATE Magazine / Winter 2020 / v.28 / i.02
HUMAN RESOURCES ISSUE
How to
Market
Your District
STAND OUT as an employer TO ATTRACT the best talent.
School districts are challenged like never before to market themselves in order to find and keep high quality employees. Learn how to stand out as an employer to attract the best talent. Cover Story by Tom Jackson
24
THE NEXT ISSUE: OPERATIONS
Fine-Tuning the Day to Day Operations of a School District
LOOKING FOR PAST ISSUES?
Visit ISSUU.com and search for Illinois ASBO.
Budgeting for Results
Learn how to leverage Evidence-Based Funding – including Core FTE Recommendations – to improve your district’s budgeting and planning process. By Matt Bubness
14
www.iasbo.org
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PERSPECTIVE
FROM-THE-PODIUM
Seeing the Good in Times of Uncertainty. 07
FROM-THE-OFFICE
Navigating Your Way Through a Difficult Conversation Having a difficult conversation is just that‌difficult. Learn six strategies that have worked well for Aptakisic-Tripp School District 102 when having discussions about sensitive issues. By Susie Murtaugh and Leah Waser
22
Connecting HR & The Business Office. 09
FROM-THE-FIELD
Prepare Your Team for Success. 11
SCHOOL BUSINESS 101
The Impact of COVID-19 on Health Services Departments. 21
Your TRS Rulebook Having solid understanding of TRS regulations, including a newly amended salary rule, can help you quickly resolve employment issues. By Brittany Flaherty Theis and Stuart L. Whitt
32
Recruiting & Retaining a Diverse Workforce If each staff member brings their experiences and perspectives to the school community, students will benefit because the school experiences will then reflect their different identities. By Dr. Robert Lang and Pete Theis
42
Recruitment & Selection for Hard to Staff Positions Over the past decade, Deerfield Public Schools District 109 has worked to refine a search and selection process that has consistently yielded high quality candidates across a number of specialized areas. By John Filippi, Ed.D., CSBO and Dale Fisher, Ed.D., pHLCE, CSBO
RESOURCES
28 Working Side by Side For human resources teams, understanding our multigenerational workforce has become a central challenge in building strategies to attract, engage, motivate and retain top talent. By Heather Eastman and Rebecca Starr
36
ON MY LIST
Learn how to care personally and challenge directly in this book review from Dr. Angela Crotty of Midlothian SD 143. 45
The Final Word Micheal DeBartolo
Asst. Supt./Finance & Operations, CSBO Wheeling CCSD 21 Michael’s district has both a human resources office and a business and operations office that collaborate on multiple HR-related issues. He believes that reviewing the practices, processes and procedures of hiring and discipline is a key to improving a school district’s human resources operation.
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THE MAGA ZINE Illinois Association of School Business Officials
CALENDAR OF
Northern Illinois University, IA-103 108 Carroll Avenue DeKalb, IL 60115-2829 P: (815) 753-1276 / F: (815) 516-0184 / www.iasbo.org
EVENTS
UPDATE Editorial Advisory Board
Check out www.iasbo.org or the latest Calendar of Events included in the UPDATE mailing to see full seminar listings including location, PDC sponsorship and registration information. January 2021
S 27 3 10 17 24 31
M 28 4 11 18 25 1
T 29 5 12 19 26 2
W 30 6 13 20 27 3
T F S 31 1 2 7 8 9 14 15 16 21 22 23 28 29 30 4 5 6
February 2021
March 2021
April 2021
S M T W T F S 31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 1 2 3 4 5 6 7 8 3 9 10 11 12
S M T W T F S 28 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7 8 9 10
S 28 4 11 18 25 2
T 30 6 13 20 27 4
W T F S 31 1 2 3 7 8 9 10 14 15 16 17 21 22 23 24 28 29 30 1 5 6 7 8
Date
Time
1/13/21
9:00am
ISDLAF+ School Finance Seminar: Virtual
Online
1/20/21
9:00am
Delegate Advisory Assembly
Online
1/21/21
9:00am
MBTI: Understanding Type in Leadership Development - AAC #1786
Online
1/22/21
1:00pm
Virtual PDC Networking Meeting
Online
1/27/21
9:00am
Facilities Operations Program: Essentials of Facilities Management
Online
2/16/21
9:00am
Crisis Communication: Prepare, Respond, Reflect AAC #3008
Online
2/18/21 to 2/19/21
9:00am
2021 Virtual Leadership Conference
Online
2/24/21
9:00am
Facilities Operations Program: Essentials of Maintenance Operations
Online
to
9:00am
2021 Leadership Institute
3/3/21
9:00am
Effective Financial & Strategic Comms Among CSBOs, Supts & Admin - AAC #3663
Online
3/3/21 to 3/4/21
9:00am
Facilities Professionals Conference
Online
3/11/21 to 3/12/21
8:00am
Bookkeepers Conference
Online
3/17/21
9:00am
Facilities Operations Program: Essentials of Grounds Operations
Online
3/18/21 to 3/19/21
1:00pm
23rd Annual Risk Management Webinar - AAC #1283
Online
4/12/21
9:00am
Delegate Advisory Assembly
Online
4/14/21
9:00am
Facilities Operations Program: Essentials of Custodial Operations
Online
3/2/21 3/4/21
Event
M 29 5 12 19 26 3
Location
TBD
PDC MEMBERS Jacquelyn Bogan Special Education: Admininistration & Finance Amy Curtin Accounting Auditing & Financial Reporting Yasmine Dada Principles of School Finance Todd R. Drafall Public Policy, Advocacy & Intergovernmental Relations Todd Dugan Technology Timothy J. Gavin Budgeting & Financial Planning Raoul J. Gravel III, Ed.D. Communications Frances A. LaBella Legal Issues Daniel R. Mortensen, CPMM Planning & Construction Thomas M. Parrillo Purchasing Sherry L. Reynolds-Whitaker Ed.D. Human Resource Management Brian Rominski CPMM, CPS Maintenance & Operations Anthony Ruelli Leadership Development Lyndl A. Schuster Ed.D. Sustainability Mark E. Staehlin Cash Management, Investments & Debt Management Justin D. Veihman Risk Management Laura L. Vince Food Service BOARD & EXTERNAL RELATIONS MEMBERS Mark W. Altmayer President Lisa Yefsky SAAC Chair STAFF MEMBERS Michael Jacoby Executive Director / CEO (815) 753-9366, mjacoby@iasbo.org Susan P. Bertrand Deputy Executive Director / COO (815) 753-9368, sbertrand@iasbo.org Craig Collins Statewide Professional Development Coordinator, (630) 442-9203, ccollins@iasbo.org Rebekah L. Weidner Senior Copywriter / Content Strategist, (815) 753-9270, rweidner@iasbo.org Stacia Freeman Graphic Designer (815) 753-9393, sfreeman@iasbo.org Kevin Nelligan Graphic Designer (815) 753-7654, knelligan@iasbo.org Laura Rude Communications Coordinator (815) 753-4313, lrude@iasbo.org
Illinois ASBO Board of Directors
Mark W. Altmayer President Jan J. Bush President-Elect Eric DePorter Treasurer Dean T. Romano, Ed.D. Immediate Past President 2018–21 Board of Directors Seth Chapman, Ed.D., Angela M. Crotty, Ed.D., Adam P. Parisi 2019–22 Board of Directors Maureen A. Jones, Tamara L. Mitchell, Nicole Stuckert 2020-23 Board of Directors Anthony R. Arbogast, Edward J. Brophy, Patrick McDermott, Ed.D., SFO
Illinois ASBO Board Liaisons
Lisa Yefsky Service Associate Advisory Committee Chair Charles L. Czachor Service Associate Advisory Committee Vice Chair Deborah I. Vespa ISBE Board Liaison Perry Hill IASB Board Liaison David Wood Governmental Relations Specialist Calvin C. Jackson Legislative Liaison
Privacy Policy
All materials contained within this publication are protected by United States copyright law and may not be reproduced, distributed, displayed or published without the prior written permission of the Illinois Association of School Business Officials. You may not alter or remove any trademark, copyright or other notice from copies of the content. References, authorship or information provided by parties other than that which is owned by the Illinois Association of School Business Officials are offered as a service to readers. The editorial staff of the Illinois Association of School Business Officials was not involved in their production and is not responsible for their content.
For a Complete Listing of Upcoming Winter Events Visit: www.iasbo.org/events/calendar
PERSPECTIVE / Board President
FROM–THE–PODIUM Seeing the Good in Times of Uncertainty Welcome to the Winter 2020 UPDATE dedicated to helping you understand your human resources and make an impact! I would like to give a quick thank you to the authors within this issue who have taken the time to share their expertise. In our positions we have a massive opportunity to make an IMPACT, but it starts with ourselves, often the most difficult person to lead! Use this issue to reflect upon yourself, remember your “whys” and identify additional opportunities for your team to make an impact. It is hard to not be shocked that it is already December. Thanks to the pandemic and staggering amounts of quarantine, it equally feels like it should still be March but also maybe 2022. The strangest thing about COVID, in my opinion, is that it has both made me lose track of time and also be more thankful for it.
Mark Altmayer CFO/ TREASURER HUNTLEY CSD 158
SIMPLY SAYING
“One day, in retrospect, the years of struggle will strike you as the most beautiful.” – Sigmund Freud Today, the only certainty is uncertainty. It is hard not to worry when my daughter is back on her university’s campus, my son is beginning his new phase of life in Chicago and my wife is also back in her school helping children every day. All we can hope for is the safety of those around us, but at some point, we have to attempt to create a new life from the ashes of the old. I understand that my ability to say this comes from a place of privilege, but there are still strong truths I have learned these past months that I believe are applicable to anyone in education. In the process reimagining classrooms and grappling with constant fluctuations around us, I have learned that change does not always have to be viewed through a negative lens. While education looks much different than it ever has, I see so many positives: students are becoming responsible for their education, teachers are learning new and innovative strategies, parents are engaging like never before in their student’s education and schools are buying and infusing more technology. This pandemic has quite literally forced everyone to reevaluate how they view learning.
I came across a quote the other day from Sigmund Freud that does a great job explaining what I am attempting to convey: “One day, in retrospect, the years of struggle will strike you as the most beautiful.” It is hard to wake up every day knowing that things are still so bad in the world, and not knowing when they will get better. But we can step into the morning filled with optimism. Finding hope in the nuanced facets of each day can lead to finding joy. Recommitting to my “whys” every day has shown me my joy. Each day when I walk into the office I remind myself that I am here to make a difference. No matter what education currently looks like, or what else is happening outside of my control, I can determine how I choose to view every day and all of my actions. If we as Illinois ASBO members capitalize on finding optimism within the constant change, then the education system will be better for it. Even though we still may be six feet apart, we will forever be together! #IASBOStrong
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Every Dollar Donated to the Illinois ASBO Foundation Counts
100 percent of donations are used to help fund:
√ School Business Management Scholarships √ Illinois ASBO Annual Conference Lodging Grants √ ASBO International Annual Conference Travel Grants √ Leadership Institute Scholarships √ CPS/CPMM Scholarships √ Recognition Programs Invest in the future of school business. Learn more at www.iasbo.org/foundation.
PERSPECTIVE / Executive Director
FROM–THE–OFFICE Connecting HR & the Business Office I am very excited about this issue of the UPDATE Magazine! This past summer we started a series of webinars in conjunction with the Illinois Association of Personnel Administrators (IASPA) specifically focused on COVID-19 issues related to HR. Those webinars were, and continue to be, some of the most highly attended of all the COVID conversations we have hosted. The articles in this issue will continue those conversations about ongoing HR topics that are impacting schools. I know that some business officials do not touch HR as much as others; however, it is important to at least understand the issues and know how to link the business office with the HR team. This is not just an UPDATE for HR professionals; it is for everyone associated with leadership in the educational enterprise.
Micheal A. Jacoby, Ed.D., CAE,SFO EXECUTIVE DIRECTOR/ CEO ILLINOIS ASBO
SIMPLY SAYING
It is important to at least understand the issues and know how to link the business office with the HR team. The feature article brings focus to the Evidence-Based Funding (EBF) elements that translate into research-based recommendations for FTE in your district. Want to know how to prioritize resources? Do a gap analysis between your current FTE and the EBF FTE and choose some pathways to pursue in the years to come. This article comes from our friend at the Government Finance Officers Association and presents additional resources from The Alliance for Excellence in School Budgeting that will help any district drive change in allocation over the years. Be sure to check out the links and note that two Illinois school districts (North Shore School District 112 and River Trails School District 26) have contributed greatly to the application of the Alliance framework.
Overall, every district needs to understand their place in the market of potential employees, how to increase interest from top candidates to fill positions, how to lead multi-generational teams and how to address the need and benefits that come with equity and diversity in the workplace. All these topics are addressed here and I trust that this issue of the UPDATE Magazine will stay on your desk for months to come as a resource to help you effectively manage the most significant part of your budget – the human element that can make or break the quality of your school's and business office.
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The Facilities Operations Program continues virtually this spring! Custodial
Maintenance
GRounds
Facilities
Take advantage of these four, half-day, courses to bring you up-to-date on the latest facilities best practices. Visit www.iasbo.org/fop for more information
COMING TO YOUR SCREEN THIS SPRING
Be on the lookout for more information about the upcoming virtual facilities conference. Visit www.iasbo.org/fpc for the latest updates.
PERSPECTIVE / SAAC Chair
FROM–THE–FIELD Prepare Your Team for Success Managing others is not something that comes easy to me. Several years ago, I managed a team of three employees. Our team worked together effortlessly, and we got along exceptionally well. One year for the holidays, the team gave me a vase with “A Team” engraved on it which was the nickname we gave ourselves. This gift was very meaningful to me because in that moment, looking at the gift, I realized that the team as I knew it would not last forever. Sure enough, far sooner than I would have liked, one by one they each went on to different positions. Today when I look at that vase, I am proud to know that I made a difference in their lives professionally. For those of us who enjoy helping others reach their full potential, there are so many great tips in this issue regarding hiring, crucial conversations and recognizing how to work with and motivate different generations in the workforce.
Lisa Yefsky
AREA EXECUTIVE VICE PRESIDENT ARTHUR J. GALLAGHER & CO.
SIMPLY SAYING
Identifying the right fit for a team is not as easy as just replacing the person who was in the seat before. In sports, coaches have to rebuild their team as players come and go. Identifying the right fit for a team is not as easy as just replacing the person who was in the seat before. Oftentimes when a job opening is created it is a great opportunity to see if you can reshuffle the deck, reorganize the work and provide advancement for existing staff. Nothing is more satisfying than watching a staff member grow in their career or offering them a welldeserved promotion. Crucial conversations and effective listening skills are critical to have in your mentoring toolkit. Sharpening your listening skills allows you to understand the meaning behind the words when someone is speaking. As a coach, having regularly scheduled conversations with staff to discuss performance goals and provide constructive feedback is vital to alleviate uncertainty in the organization’s expectations of the employee. If you are having regular discussions, there should never be a surprise when delivering a performance review or telling someone why they are or are not deserving of a promotion.
To have open and honest conversations, it is important to create a safe environment and encourage two-way feedback. Showing you are receptive to new ideas and opinions helps to bolster your team’s confidence. As in interviewing, it takes preparation and practice to get these crucial conversations just right. In providing feedback some employees may be very easy to manage if they are self-aware and eager for growth. Other employees may be a little more challenging. In all of these situations it is important to build a foundation of trust where the employee recognizes that you do want them to see them succeed. A reality we are all experiencing is managing different generations in the workforce. Understanding how each generation is different, what matters to them, how to communicate and motivate an employee takes thought. Helping your teammates, no matter their age, achieve success at work and increase their job satisfaction comes with a great payout for you knowing you made a difference for them.
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CONTRIBUTORS
Senior Manager Government Finance Officers Assoc.
Matt Bubness
Senior Consultant Arthur J. Gallagher & Co.
Heather Eastman
John Filippi, Ed.D., CSBO
Leads outreach efforts related to best practices in budgeting for school districts and community colleges that are centered on improving the budget process. Matt also staffs GFOA’s Committee on Governmental Budgeting and Fiscal Policy and leads consulting on process improvements. Prior to GFOA, Matt worked for CPS and City Colleges of Chicago.
Helps clients navigate large scale organizational change and optimize the human element of their operations. With more than 25 years of leadership roles in HR, strategy and operations, Heather brings a unique crossfunctional perspective with proven success in the technology, legal and healthcare sectors.
Is a school leader who views a collaborative environment as the key to creating successful outcomes for students, staff and the community. He is a former Middle School Principal of the Year for Lake County, Illinois, and led Deerfield’s Shepard Middle School to the coveted Blue Ribbon School of Excellence recognition at the national level.
mbubness@gfoa.org
heather_eastman@ajg.com
jfilippi@dps109.org
Dale Fisher, Ed.D., pHLCE, CSBO
Business Manager Deerfield Public Schools District 109
Asst. Supt./Human Resources Deerfield Public Schools District 109
Senior Attorney Whitt Law LLC
Brittany Flaherty Theis
Tom Jackson, APR
Dale’s greatest passion is fostering and growing individual relationships to bring forth the best in each and every organization. He has built a unique skill-set in human capital leadership that spans twenty-two years in public education; including serving as a middle school science teacher, assistant principal, principal and executive director.
Advises school districts on their full spectrum of education law needs, including school finance and facilities-related matters. Brittany also represents taxing districts in industrial and commercial property tax disputes before local boards of review throughout the State and at the Property Tax Appeal Board.
Has 30 years of experience in communication. Since 2016, has led the public relations efforts at SD 131. An accredited public relations professional, Tom serves on the Board of Directors for INSPRA, the Illinois Chapter of the National School Public Relations Association.
dfisher@dps109.org
btheis@whittlaw.com
tjackson@d131.org
Public Relations Officer East Aurora School District 131
Dr. Robert Lang
Susie Murtaugh
Rebecca Starr
Dir./Innovation in Teaching & Learning Comm. High Sch. Dist. 99
Human Resources Coordinator (Retired August 2020) Aptakisic-Tripp CCSD 102
Managing Director, HR Consulting Arthur J. Gallagher & Co.
Holds a doctorate degree in Leadership in Curriculum & Instruction. His prior administrator responsibilities include instructional technology, instructional innovation and professional learning, including an emphasis on equity and inclusion
Retired this past summer after over 30 years of serving staff in a human relations role of some kind in both retail and school environments. The last 13 years of Susie’s career were happily spent working in her beloved Aptakisic-Tripp CCSD 102. She is steadfast in her belief that a human relations department is the heart and soul of the organization.
Offers extensive experience managing, reviewing and evaluating human resource functions, specializing in HR strategic and tactical approaches. Rebecca leverages her expertise to consult clients in the areas of employee relations, policy creation, efficient practices, employment law and benefits and HR administration
rlang@csd99.org
susiemurtaugh@hotmail.com
rebecca_starr@ajg.com
Pete Theis
Leah Waser
Stuart L. Whitt
Dir./Human Resources Lake Forest SD 67 & 115
Human Relations Coordinator Aptakisic-Tripp CCSD 102
Partner Whitt Law LLC
Previously spent seven years as the Assistant Superintendent for Human Resources for Community High School District #99 in Downers Grove, IL. This is Pete’s 37th year in education where he has also been a teacher, coach, dean, middle school principal and high school assistant principal.
Has been working in human relations for the past seven years. Leah recently became the Human Relations Coordinator at Aptakisic-Tripp CCSD 102. She is grateful that she is in a profession that allows her to help people every day. Her passion is working with people and helping them to achieve their goals.
ptheis@lfschools.net
lwaser@d102.org
The founder of Whitt Law LLC, Stuart has represented districts for more than four decades in matters including personnel issues, student rights and responsibilities, land acquisition and school construction, as well as school finance. He also advises school districts and other taxing bodies on the assessment and taxation of complex, high stakes industrial properties throughout Illinois. swhitt@whittlaw.com www.iasbo.org
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studen
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UPDATE Magazine / Winter 2020
ARTICLE
By Matt Bubness
SENIOR MANAGER GOVERNMENT FINANCE OFFICERS ASSOCIATION
nt growth
Budgeting for Results Leveraging Evidence-Based Funding
Including Core FTE Recommendations to Improve Budgeting and Planning Evidence-Based Funding (EBF) is designed to help support districts provide funding and services to students and monitor outcomes with particular attention to those students with additional needs – including low-income, English language learners and those with disabilities. In addition, EBF includes potential for tiered funding to provide additional support for districts that lack current resources to make investments in specific areas or core investments. The statute calls for 99 percent of all appropriations to fund the poorest districts. The adequacy target for these districts is determined by staffing ratios or per student calculations coupled with enrollment in specific areas to determine a level of adequacy for each particular district. The specific areas range from student-teacher ratios for a teachers and other staff supporting students in buildings (core investments) to per student amounts spent on areas such as gifted, professional development and central office (per student investments). www.iasbo.org | 15
Core Investments • • • • • •
Core Teachers Specialist Teachers Instructional Facilitators Core Intervention Teachers Guidance Counselor School Site Staff
• • • • • •
Nurse Supervisory Aide Librarian Librarian Aide/Media Tech Pricipal & Asst. Principal Substitute Teachers
Per Student Investments • • • • •
Gifted • Professional Development • Instructional Material • Assessments • Computer/Tech Equipment Diverse Student • Low Income • Special Education
Based on a district’s enrollment in these areas, an adequacy target is calculated and compared to current available state and local resources. The gap between the adequacy target and current resources determines how a district is eligible for additional state funding outside of the Base Funding Minimum (BFM) (assuming additional state funding is available, with no additional funding provided in fiscal year 2021). In addition, the Illinois State Board of Education (ISBE) plans to expand the role of the EBF Spending Plan, incorporating it into the annual budgeting template beginning in fiscal year 2023. As with any change or shift in state required reporting, and particularly funding related — the reasons for effecting the change are numerous. While the changes are likely well intentioned, changes are often difficult to implement and can blur any benefit that districts may realize as a result of the switch to EBF.
A Tool to Help Focus Your Budgeting
While not something districts have a choice to implement, EBF’s adequacy targets and spending plan can be leveraged to help focus district efforts and resources around research-based practices that focus on better student outcomes. Specifically, this can be used to help 16 |
UPDATE Magazine / Winter 2020
Student Activities Operations & Maintenance Central Office Employee Benefits
Investments • English Learners improve thinking around budget and planning decisions as a number of the key components of EBF align with best practices in strategic planning and budgeting. The Government Finance Officers Association (GFOA) has developed a framework to help support better budgeting and planning for school districts that focuses on best aligning resources with student outcomes – the Best Practices in School Budgeting (available at https:// iasbo.tools/gfoa-best-practices). The focus of the GFOA best practices align with and compliment key areas of EBF and can help support districts to utilize EBF in a more comprehensive way of examining all funds, staff and other resources to ensure alignment with needed areas of student performance and prioritizing what can be funded and implemented. Alignment of goals and strategies help districts maintain focus in terms of key items of concern – whether under performance in specific student populations, graduation rates and staff professional development among other areas. This focus helps not only staff direct their valuable time and effort, but it also directs where dollars should be spent for the most impact. This is why the focus on prioritizing district needs is so crucial in terms of allocating scarce time, staff and funds to those areas in most need – and the need for a robust budget process to do so.
ARTICLE / Budgeting for Results
The GFOA best practice framework for a comprehensive budget process includes collaboration, communication, goal setting, prioritization, long-term planning and analysis of results. The recommendations are centered on five major steps – with each offering further detail and advice on improving budget, planning and related processes: 1. Plan and Prepare 2. Set Instructional Priorities 3. Pay for Priorities 4. Implement Plan 5. Ensure Sustainability
To help facilitate implementation of the Best Practices in School Budgeting framework – GFOA has also developed a companion website – Smarter School Spending (SSS, www.smarterschoolspending.org). The website contains a host of free resources including case studies, templates, examples and other tools to help implement a better budget process.
Fostering Alignment & Better Prioritization
Illinois is not alone in this switch to a reporting and distribution of funds done in conjunction with better alignment and reporting of student outcomes. California implemented its Local Control Funding Formula (LCFF) several years ago which requires significant reporting of district information as compared to EBF – including goals and strategies at the district level and at individual school sites. In addition, the LCFF requires reporting for a number of specific student populations and more explicit guidance on monitoring of performance. Tools and resources from the GFOA’s SSS website and key recommendations from GFOA school budgeting best practices were used by a number of California school districts to help implement the LCFF requirements – with districts seeing added benefit to their budget and planning processes by leveraging these resources to implement LCFF.
Similarly, the GFOA best practices framework and associated resources on the SSS site can help support and better leverage EBF to turn the more reporting-oriented exercise to a greater benefit for examining and improving a district’s planning and budgeting processes through better alignment and prioritization. In addition, aspects of the framework can help further examine EBF adequacy targets to determine where a district may not be meeting targets, how this may be impacting student performance and how additional resources can be prioritized to improve any deficiencies.
Collaboration that Goes Deeper
The key premise of GFOA’s best practices is better collaboration between the instructional/academic and finance staff within the district – a recommendation echoed on the EBF spending plan form. While all finance directors and staff have interactions with their academic/instructional and other peers throughout the district, the best practices framework looks for that collaboration to go deeper in order to gain a shared understanding of broader district needs and challenges. This shared understanding of district needs then serves as a basis for collectively discussing how best to move forward to address the district’s needs. The best practices recommend that the collaboration goes beyond just the traditional budget process of allocating funds and related decisions – but also setting goals, examining student and program outcomes and looking at the longrange sustainability of the organization. This improved collaboration will help in the allocation of funds provided by EBF and in examining adequacy targets to then help facilitate maximizing the use of funds, examining progress made and any needed course corrections. Shifts in funding, priorities and the related can cause anxiety – particularly as it relates to educating students. That is why communication and engagement are central tenants of the GFOA best practices framework. Building upon collaboration, the framework recommends not only external engagement with stakeholders, but also internal engagement of staff districtwide. Broadly communicating district needs and goals and also the strategies for accomplishing the goals, will emphasize to staff what the district’s focus is and why. www.iasbo.org
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Creating Community Confidence
This is also essential for the broader community – as the pressure to pursue other strategies or spend funds elsewhere can be strong, and while stakeholders may not agree with decisions that were made, they will at least have a better understanding as to why these decisions were made. This concept of procedural fairness (or procedural justice) is also central to the GFOA best practice framework and embedded throughout the budget and planning process recommendations. Procedural fairness is rooted in the criminal justice system and advocates for transparency of process to better understand why decisions were made and ultimately create more confidence in the decisionmaking process.
Planning for the Long Haul
While EBF may be more focused on the current year — the GFOA best practices framework also helps provide support for longer-term discussions, which is crucial to each district’s planning and budgeting processes. While the pressures of short-term budgetary needs and the like may dominate budget discussions for the upcoming fiscal year, district leadership cannot lose sight of the impacts that current year discussions have on longer range student outcomes or fiscal pressures. This is even more true given the COVID-19 pandemic and the challenges it presents related to short-term needs to provide continuity of instruction and then also identifying long-term fiscal and related impacts. While most financial and budget discussions focus on the current and following fiscal year, strategies and programs that are funded may take years to realize benefits and improved outcomes – particularly for areas such as early interventions.
Making Data-Informed Decisions
Related to outcomes, the EBF spending plan places focus on using data to inform allocation of EBF dollars. This is also echoed as an area of importance by the GFOA best practices framework for school budgeting and also GFOA’s broader best practices on performance measures and budget monitoring. Establishing performance measures should include a clear articulation of what is being
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UPDATE Magazine / Winter 2020
measured and why to establish clear expectations for those involved. This process could include incorporation of adequacy targets as well to help leverage a required data point into the conversation on overall district performance. Performance measures should play a key role in budget monitoring. GFOA strongly advocates moving beyond a more traditional budget monitoring process that focuses not just on whether an area is over/under budget, but also includes discussions as to whether or not the program/ service being funded is achieving expected outcomes and more importantly what course corrections can be made if the program is not performing well
GFOA best practices on performance measures and budget monitoring are available at: www.gfoa.org/materials/performance-measures www.gfoa.org/materials/budget-monitoring
Setting Goals and Strategies
Ever more pressing with the expected revenue impacts of the pandemic is alignment and prioritization of strategies and programs to focus on areas of greatest need and most impact for students. EBF touches on this with questions on how funds will be used to achieve goals and also adequacy targets for investments; however, districts will need to have broader discussions as to how this impacts all district funds and activities. The foundation for this is robust goals and ensuring measurability aspects are included to gauge whether or not goals have been achieved or at least are making progress. GFOA’s best practices advocate for a modified SMART goal framework (Specific, Measurable, Achievable, Relevant and Time-Bound) to include considerations for making a goal resonate and a high-level discussion of cost. These goals should then be supported by strategies (or programs) that will allow the district to achieve its goals — funding new strategies only if they align with stated goals while also evaluating existing strategies to check for alignment.
ARTICLE / Budgeting for Results
Smarter School Spending Tools
GFOA’s Smarter School Spending site includes a range of freely available tools and other resources – below is a sample of available resources: > Strategic Abandonment Tool https://iasbo.tools/gfoa-strategic > Cost Savings Options https://iasbo.tools/gfoa-savings > Instructional Priority Planner https://iasbo.tools/gfoa-planner
A key consideration in evaluating strategies, whether new or existing, is an understanding that if one is either not funded or discontinued that the strategy was not necessarily a bad idea, but something that was not a top priority for the district based on stated goals and the identified, current needs of the district. This helps to establish the relative priorities of the district and maintain focus on those areas of greatest need. Again, the process for how strategies were selected should be transparent and well communicated to ensure understanding as to how decisions were made to instill A concept researched further by GFOA is trust and confidence in the process. After selecting Academic Return on Investment (A-ROI). strategies, GFOA strongly recommends closely monitoring implementation to ensure strategies selected are given the A-ROI is an examination of not only student best opportunity to of success from the start. outcomes, but also the associated costs
Academic Return on Investment
More robust goals — as part of a longer-range strategic plan — will help set the direction and priorities for the district, but districts will still need to find funds to cover shortfalls, fund new initiatives, fund areas of potential need from EBF adequacy targets and other related financial needs. As part of the best practices in school budgeting framework, GFOA recommends leveraging a number of tools and other concepts to examine current expenditures and also ensure robust conversations around costeffectiveness of programs and strategies.
and number of students impacted. Even if a more precise A-ROI approach is not fully implemented the underlying principle of cost-effectiveness can be broadly applied. Effectiveness is a key component as articulated in GFOA recommendations on robust performance measurement. However, effectiveness should be examined in a broader context to ensure that even if programs and strategies are effective, they are aligned with the greatest needs and priorities of the district. You can learn more about A-ROI at: https://iasbo.tools/gfoa-materials
In addition to cost-effectiveness, districts should ensure that clear guidelines are in place for how funds are allocated, particularly for school site-based resources. Allocation formulas, whether staff or dollars, should be well-documented, intuitive and widely communicated. Additional elements that should guide allocation formulas include using the most current enrollment information possible, connection back to district goals and strategies, and allowing for principal discretion, when possible. Clear allocation formulas not only ensure all school sites are treated fairly, but ensure that everyone knows how and why resources are being allocated. This also connects back to EBF and the focus on adequacy targets to help ensure district allocation formulas address district needs and fund key areas adequately.
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GFOAs School Budgeting Framework GFOA’s school budgeting framework provides specific guidance on funding allocations which can be found here: https://iasbo.tools/gfoa-allocate This is also supported by a case study and other resource available at: https://iasbo.tools/gfoa-beaverton
We Are All in This Together
To help districts in making these budget and planning process improvements, GFOA formed the Alliance for Excellence in School Budgeting. The Alliance is a networking group for school district leadership teams to gather annually to discuss, learn and share with one another to improve their budget and planning processes in a number of areas, including those areas that EBF focuses on. The annual event has included a number of districts from Illinois and a diverse set of districts from other states across the country. Districts have found the event to bring focus and collaboration on tackling district challenges and helps foster connections with other districts working on tackling similar issues. For more information on the Alliance please see: https://www.gfoa.org/school-budgeting. Even before the pandemic, the value of networking and collaborating with peers has always been readily apparent, both for professional growth and to support your school district. The current uncertainty surrounding how to best re-open schools and deal with pandemic-related budgetary pressures have only increased that need for learning from one another. The resources and networking that ASBO International, Illinois ASBO, GFOA and others have available can not only support your professional learning and ability to do your work and do it well — but also help support you in knowing that none of us are alone in facing these challenges.
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Fiscal First Aid
GFOA has also given additional consideration to the extraordinary times we are currently facing by producing a series on budget balancing and long-term planning in times of financial distress – Fiscal First Aid – www.gfoa.org/ffa. The 12-step process includes a host of recommendations and advice on addressing financial challenges that not only address shorter term fiscal impacts, but also prepares organizations to be more responsive and resilient to future crises. In addition, GFOA published an addendum to Fiscal First Aid that focuses on specific considerations for school districts in both the near term, as we continue to navigate and change direction in response to educating students amidst the pandemic, and the long term, as districts begin to face longer term financial pressures related to pandemic induced economic impacts A copy of the report is available here: www.gfoa.org/materials/school-ffa
PERSPECTIVE / On the Profession
SCHOOL BUSINESS 101 What does your health services department look like and how has it changed in light of COVID-19?
“ Before COVID, we had already added an additional nurse so that our Health Services
Department included one licensed nurse who serves as our Health Services Coordinator and one non-licensed RN at each of our two buildings. We also have a secretary in the nurse’s office at our larger building. With COVID, we have added six part-time health aides that work between the two buildings. The health aides are handling the more normal dayto-day nurse office activities while our nurses are handling the student contact tracing for COVID. Our Assistant Superintendent for Personnel is doing the contact tracing for employees." STEFANIE CROIX, Dir./Business Services, Lockport Twp. HSD 205
IDPH, we have set up an isolation room in each school separate from the nurse’s office. “ Per Students that are suspected/exhibiting symptoms of COVID are put in this room until their
parent/guardian picks them up. The room is then properly sanitized by the custodian. Please note, this room and student must be visible to staff at all times. As long as we can due to weather, we will leave the window open in these rooms too. Teachers are to call the nurses office prior to sending any student to the nurse; this is a change in normal procedures. We are also hiring nurse's aides to assist our nurses and to monitor student(s) in the isolation room." LUANN KOLSTAD, Chief School Business Official, Park Ridge Niles CCSD 64
designated one RN to be our “COVID coordinator” for our cooperative. “ We Her pre-COVID workload was distributed among our other nurses so she can
focus 100% on COVID. She provides COVID safety/PPE training for staff, N95 fit testing (for nurses and custodians only), supervises the mask exemption process for students and facilitates contact tracing.
Designating one person to be the point of contact has ensured consistent messaging and alleviated anxiety among staff. She is willing to work nights/ weekends which is essential for contact tracing. We are concerned that she will need additional support for contact tracing as we bring more students back, so we’re working with our other nurses to designate backup. All of our nurses are required to complete the free six-hour contact tracing course offered by John Hopkins University." REILEY STRAUB, Dir./Business & Operations, North DuPage Special Ed. Co-Op (NDSEC)
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Navigating Your Way through a Difficult Conversation
Having a difficult conversation is just that‌difficult. No one looks forward to having one, some do whatever it takes to avoid one, but when you work with people, difficult conversations are inevitable. It can take time to become adept at talking with staff and addressing behavior and other sensitive issues. When in doubt and/or depending on the severity of the situation, we consult our attorney for guidance and direction.
Here are some of the strategies that have worked well for Aptakisic-Tripp School District 102: Know your role
Facilitator, mediator, counselor or investigator? The reason for your meeting will help determine your role. We know we are not fixers; we know we cannot solve other people’s problems for them. However, we can provide support, suggest strategies and process through the situation together to find the best solution for all concerned. There may be times as the conversation flows that your role needs to change to keep things moving, and hopefully in a positive direction. 22 |
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ARTICLE
By Susie Murtaugh
HUMAN RESOURCES COORDINATOR (RETIRED AUGUST 2020) APTAKISIC-TRIPP CCSD 102O
Leah Waser
HUMAN RELATIONS COORDINATOR APTAKISIC-TRIPP CCSD 102
Be prepared
Try to gather as much information about the situation or issue to be discussed before the meeting. It helps to ask the staff member if there are any questions you can answer before you meet and/or if there is any information they would like you to have ready for them. Have a box of Kleenex on the table, and a bottle of water for everyone.
Offer Acknowledgment
Before you begin, state the purpose for your meeting and acknowledge to the staff member(s) that the conversation you are about to have is going to be difficult. Tell him/her/them you understand how uncomfortable they may be feeling, and that you are there to help, not judge, in order to reach the best possible outcome for all concerned. We have found that just saying this out loud can help change the tone of the conversation by helping everyone become more at ease. Be human!
Listen
We believe (in most instances) the staff member should be heard first. Validating someone’s feelings by listening first is important for a productive two-way conversation. A true two-way conversation means hearing them out, not interrupting or talking over the staff member.
Keep this acronym in mind: WAIT: Why Am I Talking? It helps us remember to fully listen. Be honest, direct and kind
When it is your turn to talk be honest, direct and kind. Think about how it may feel to be on the receiving end of the difficult conversation. Not only are they uncomfortable, many times they may also be really scared. If you do not know the answer, do not answer; it is perfectly fine to say you will get back to them. Then be sure to get the answer to them as soon as possible.
Memorialize your conversation
Following the meeting, document your conversation including who was present, the purpose for the meeting, the date you met, what was discussed and any outcomes, consequences, goals, follow-up meetings, etc. that were determined. This provides history and ensures that everyone is on the same page with a clear understanding of what was discussed and what was determined. Give a copy to all parties concerned and the superintendent, plus place a copy in the personnel file(s). Always end by telling the staff member(s) that they will receive a written summary of the meeting, when they can expect the summary and that they are welcome to submit a written response that will also be placed in their personnel file. In addition to a positive resolution, the outcome we strive for is knowing that staff members leave the table with their dignity intact, feeling heard and respected. Difficult conversations will never be easy, but we have found they can be less difficult when we remember that working in human resources means being human‌ thoughtful, understanding and empathetic.
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How to
Market
Your District
STAND OUT as an employer TO ATTRACT the best talent. Faced with teacher shortages, maintaining student-to-teacher ratios, broadening curriculum offerings – not
to mention the need for high quality support staff – school districts are challenged like never before to market themselves in order to find and keep high quality employees.
What does it mean to market your district as an employer?
By Tom Jackson, APR
ARTICLE
BEGIN WITH RESEARCH
Public relations professionals always recommend beginning with research. Resist the urge to quickly implement a flurry of tactics, and instead take time to discover more about your district and be intentional about who you want to recruit. Research does not have to be complicated. You can gather data by surveying current employees and asking them to share thoughts and feelings on your district culture and what brought them in and keeps them there. HR departments can review data from past recruitment efforts. Look for data points such as: • Over two years, how many applications were completed each month? • What percentage were qualified, interviewworthy candidates? • Track and review referral sources (how they learned about the position), as well as retention rate, especially from key departments.
A less common, but valuable, data collection method is the exit interview. Look for points such as: > What are the top reasons employees leave your district? > What recommendations do they have? Being aware of this information can help determine how to make your district more marketable. Armed with data, identify goals for your HR efforts. Goals Might Include: • Increase number of applicants by X percentage. • Decrease percentage of turnover. • Fill all positions within a key category of employee.
IDENTIFY YOUR CANDIDATES
Next, identify and prioritize your target candidates. Determine if your district is looking for new graduates,
PUBLIC RELATIONS OFFICER EAST AURORA SCHOOL DISTRICT 131
retirees, stay-at-home parents or grandparents or maybe even professionals from other industries. Your target market will shape the messages and strategies you use to recruit. Behavioral marketing segmentation can further define your targeted audience. Simply put, it divides people into groups based on patterns. For example, by knowing the types of content your ideal candidates are likely to consume, the types of websites they visit, the groups they participate in, or other behaviors, you can further customize the messaging to your target audience. Start by tapping your best employees. Ask them to share their favorite forums, discussion groups and online networking venues. Then, begin to develop appropriate ways to network within these sources. Candidates have been recruited based on professional blogs they read, newsletters or associations they belong to, and even the sections they frequent at a bookstore.
GATHER RESEARCH. SET GOALS.
DEFINE YOUR TARGET AUDIENCES. These steps will help YOU track and evaluate YOUR efforts.
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THE POWER OF CULTURE
Last month a recent graduate told me about his career goals, saying most of all he wanted to work for an organization that demonstrated a commitment to diversity and inclusion. For him, culture was more important than title, commute or even salary. With this in mind, culture needs to be a significant factor in marketing your district. Culture is the environment your district creates for employees. It can greatly influence an employees’ satisfaction with their work, their relationships and their growth. Your recipe for district culture includes your leadership, values, traditions, behaviors and attitudes. www.iasbo.org www.iasbo.org
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Your goal is to create and promote a culture so attractive that your employees become natural ambassadors for your district. The power of culture can inspire your employees to instinctively tell others that your district is a great place to work. This is ideal because it offers candidates a truly authentic voice, one that is more easily believed than the HR section of your website. Measure culture annually by surveying new and seasoned employees. Once again, ask about their favorite aspects of working for your district – the research never stops. Not only will you learn what your employees love about working in your district, you may also discover areas that need improvement.
SPEAK THEIR LANGUAGE
This year at East Aurora School District 131, we jumped boldly into the waters of dual language by launching a district-wide dual language program. In 2020-21, almost 1,000 kindergarteners were placed in a dual language class. We plan to grow the program by one grade level each year, until the entire district is dual language. Naturally a focus was to increase the number of dual language teachers and staff. Throughout the recruitment phase, Dr. Rita Guzman, our Executive Director of Language Acquisition & Early Learning, had very purposeful discussions with candidates, ensuring that they knew how much our district values language. Candidates discovered that dual language was not merely an ancillary department, but a guiding principle of the district that would impact the education of all students.
Are your discussions with
candidates purposeful? Do they clearly showcase your
guiding principles?
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Discussions resonate further when including like-minded perks. Whether you provide a high-quality mentorship program to new teachers, financial assistance to those pursuing an ESL or bilingual endorsement or best-in-class professional development, the purposeful discussions you have with your target candidates make a difference in attracting and keeping high-quality employees.
UNIQUE EMPLOYEE BENEFITS
Employee-focused organizations look for ways to offer unique benefits to employees. Quarterly luncheons, raffles and giveaways, prime parking spots – sometimes the little things matter a lot. According to their employee benefits guide, the financial services company Charles Schwab offers a remarkable benefit: “After five years, eligible employees can apply for a 28-day paid sabbatical, which can be used for relaxing and pursuing personal or professional development, such as community service, education or reflecting on their career and life.” Maybe you are not offering month-long sabbaticals, but how can your district creatively upgrade benefits for a wide spectrum of employees, from teachers to administrators to support staff? Think about offering summer hours or extended parental leave or additional considerations for employees who become new parents, move into a new home or grieve the loss of a parent. Let’s not forget unique recognition programs! We can never recognize and thank employees enough.
GROW THE PIPELINE
Your district should continuously engage in networking. An HR department has the power to build and grow relationships with potential employees before opportunities exist. Two key groups include interns and student teachers. Are you pitching your district’s culture and benefits to these groups? Consider holding a breakfast or invite them to face time with leaders. Share a video that communicates why your district is a great place to work.
ARTICLE / How to Market Your District
ONLINE NETWORKING Work with your communications team to develop your district LinkedIn page and regularly promote opportunities. Encourage followers to share with their networks. Your followers are connected to thousands of potential candidates. You will benefit from the networks of education-minded friends and associates. Plus, be sure to post opportunities on job-related professional association websites and include local chapter websites when available. EMPLOYEE REFERRALS Sounds like a no-brainer, but share new opportunities with employees and encourage them to recruit from their networks. In the corporate world, employee referrals, especially for hard-to-fill positions, sometimes include cash bonuses. While your district may not be offering bonuses, consider ways to incentivize employee referrals.
MARKETING YOUR DISTRICT TO MILLENNIALS
Among school PR professionals at the forefront of recruitment marketing is Jason A. Wheeler, marketing coordinator for the Carrollton-Farmers Branch Independent School District in Texas. Wheeler presents to national audiences on the importance of taking a custom approach to recruiting millennials. He defines millennials not only by birthdates, but also through lifetime experiences, such as 9/11, the Columbine shooting, the rise of social media and global terrorism. All these have helped shape their perceptions of what they want from their career. “In the next five years, the Millennial workforce population will make up 75% of the entire US workforce,” says Wheeler. “It should be a top priority for districts to understand this generation and develop a specific plan to reach this dynamic talent pool.” According to Wheeler, millennials look at five factors in determining where to work: 1. A Job with a Purpose Millennials stand up for what they believe is right. They fight for causes close to them. The more your district conveys a sense of purpose, the more millennials will connect with you. Highlighting ways you make a difference or impact students’ lives is critical in attracting millennials. 2. Opportunity for Growth How do you grow your teachers to become leaders in your district? Millennials want to be future leaders
and make a difference. Concentrate on growing your teachers, and then communicate that to candidates. 3. Interest in the Work Many millennials saw their parents lose one, two or even three jobs in one year. They saw their parents work for a company for 25 years, only to be cast away during an economic downturn. Layoffs during the 2000’s have made them shy to pursue a career for the long-haul. They want to be happy with what they do, because too many times they saw their parents go to work unhappy. How do you make working in your district enjoyable and fun? 4. A Great Company & Community Culture In The Millennials by Thom S. Rainer & Jess W. Rainer, they state that when millennials have the choice between jobs, they will likely take the one they perceive to be fun. Millennials believe life is too short not to have fun. Culture and community can play a significant role in creating a perception of pleasure. 5. Financial Stability This notion goes back to seeing their parents lose their job and lives’ savings in the blink of an eye. Being financially stable is a significant factor in where millennials choose to work. Offer incentives, such as finance or retirement workshops for young teachers. Partner with health clubs or landlords to offer employee discounts.
Jason Wheeler’s workbook, Recruiting Teachers in the Age of the Millennial is available online Find it at: www.iasbo.tools/recruitingmillennials
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Recruitment & Selection for Hard to Staff Positions
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ARTICLE
By John Filippi, Ed.D., CSBO
BUSINESS MANAGER DEERFIELD PUBLIC SCHOOLS DISTRICT 109
Dale Fisher, Ed.D., pHLCE, CSBO ASST. SUPT./HUMAN RESOURCES DEERFIELD PUBLIC SCHOOLS DISTRICT 109
The world of finance and operations is rife with specialized positions that are difficult to staff with qualified applicants. Too often, school business officials lack the time, resources, expertise and support to implement a strategic hiring plan to fill these roles in their organization. Over the past decade, Deerfield Public Schools District 109 has worked closely within our organization to refine a search and selection process that has consistently yielded high quality candidates across a number of specialized areas – from teachers, to payroll to clerical support staff.
A Workflow for Recruitment & Selection
DPS109 has developed a workflow for recruiting and selecting candidates so that others can adapt our protocols to the unique structures and needs of their organizations. The workflow includes nine steps: 1. Approval for posting and advertising 2. Recruitment process 3. Application package screening 4. Interview process 5. Reference checks 6. District to district communication 7. Recommendation for hire/board of education approval 8. Communication with applicants not selected 9. Follow-up support for the new hire
This article will provide a broad overview of these important steps in the workflow. You can find expanded information, as well as templates you can adapt for your own use, by accessing the QR codes in this article. Step 1: Approval for Posting and Advertising
The initial step in selection involves an administrator submitting a request to post a vacancy to the department for human resources. At this stage, the requesting administrator should work closely with the human resources department to review the job description, make recommendations for any changes to the job description and indicate any unique aspects of the job that need to be listed in the posting. Based on the nature of the vacancy, it may also require the creation of a new job description. As a matter of practicality, be sure to review any collective bargaining agreements between your board of education and any employee associations that your district may have. These agreements often contain job posting requirements to be mindful of.
Step 2: The Recruitment Process
Vacancies should be listed on your district’s website. Most districts use Frontline Recruiting and Hiring (formerly Applitrack) to post and manage applications. In turn, these posted vacancies are picked up and can be reposted by K12JobSpot, the Illinois Education Job Bank and EdWeek – Top School Jobs. When the budget allows and need is critical, specialized advertising and recruitment, which may include advertising in professional journals or specialized listings related to that area of licensure can be pursued. This may include postings to Indeed and/or Monster, as well as professional organization websites that help members become aware of positions. The use of social media has become a critical component of our recruitment process. All postings should be communicated broadly through Twitter, Instagram, Facebook and LinkedIn as often as possible. www.iasbo.org
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Step 3: Application Package Screening
Ask 10 administrators what they look for when they review a candidate’s application package, and you will likely get 10 different responses. The key to successfully reviewing applicant packages is to determine a consistent protocol for what is of chief importance to identify in the review. DPS109 looks for a few key items that include:
1. Identifying if they possess the required licensure 2. Utilizing research-based survey features in FrontlineRecruiting and Hiring that assess the candidates’ greatest strengths and weaknesses to filter applicants 3. Reviewing candidate materials to assess fit with the needs of the position
??????????????????? ? Get the Real Deal ? ? ? ? ? ? ? ? ? ? ? ??????????????????? Now, about those questions you ask candidates to respond to. Did you know that there are websites offering for purchase answers to the typical questions you place on the application? Rather than waste our time finding out later that the candidate isn’t who they claim to be, we have transitioned to requiring candidates to respond via recorded video to a few key soft-skill questions. That way we know we are getting authentic responses to help narrow our candidates to a final slate.
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Step 4: The Interview Process
Once you have identified a pool of candidates you are interested in, it is time to interview. However, do not just schedule one interview where you use “your gut” to determine the right hire. Instead, employ a series of interviews to help you drill down to the best fit for your organization’s needs. Structured Phone Interview: Start with a structured interview that has right/wrong answers conducted by phone. This reduces bias, and it helps you to identify the candidates who possess the right work habits and attitudes to be successful in the position. You can create these structured interview questions internally, or there are companies you can leverage a relationship with to provide templates for you. Use this step to narrow down your candidate pool to five to seven candidates you are interested in. Online Video Interview: Next, have the selected candidates complete a recorded, online video interview. This allows you to leverage the expertise and insight of multiple members of your organization’s team to assess a candidate’s readiness to contribute – without having to interrupt the normal schedules and workflows of your employees. They can review and comment on the candidates at their leisure, rather than be locked into a rigid time. The Final Round: After further narrowing your pool of candidates to three to five, conduct a final round of
ARTICLE / Recruiting for Hard to Staff Positions
interviews. Here, we take either a traditional approach, or a performance-based approach. The traditional approach consists of bringing in the candidate for an in-person interview with a team of stakeholders from your district. Allow your stakeholders to help craft questions that they are interested in hearing the candidate speak to and be sure this same set of questions is used for all candidates so that you can make an informed comparison of each candidate’s readiness for the job. Or, use a performance-based approach; this approach requires that you observe the candidate performing essential functions of the job. Much like evaluating a current employee’s performance, you and the interview team assess the candidate’s completion of the assigned task.
Support your peer districts and work collaboratively with them to mitigate any negative impacts associated with the transition.
Whichever approach you employ, be sure to set boundaries with any members of your team you invite to assess candidates with you. It is critical that they understand they are not selecting or voting on the candidate the organization will hire. Rather, they are giving important feedback about the likeliness of the candidate to be a “fit” for the position.
Step 8: Communication with Applicants Not Selected
Step 5: Reference Checks
Reference checks are a critical part of the hiring process and, whenever possible, should be completed before and after bringing a candidate on-site to participate in the final portion of the interview process. It is important that reference checks are thorough and done with a very specific purpose in mind. Candidates should be informed that you will be conducting reference checks so they can inform the necessary people listed on their application. These references should be completed by the administrator making the final recommendation for hire. A minimum of two telephone references must be completed.
Step 6: District to District Communication [When Necessary]
We are a small community, and in the event you are selecting a candidate that will come to your district from another, it is imperative that you work closely with the prior employer to craft a transition plan. Most business offices have small teams where specialized knowledge and skills are not easily replaced. When a key member of a district’s business office transitions to a new opportunity, it can often have an adverse impact on the district they are leaving.
Step 7: Recommendation for Hire/ Board of Education Approval Depending on the structure of your district, you or your human resources department will prepare a final recommendation for hire to your board of education. Do not forget that even though district administrators do the work to identify the right candidate, only boards of education can officially act to employ the candidate selected.
When you are hiring, it is not only you assessing the candidates – the candidates are also assessing you and your district. Take the time to communicate directly and courteously with candidates you did not select for the position. You may find that you want to bring them back for a vacant position in the future, and their communicated experience with your district will influence candidate pools for future vacancies. It is imperative that they exit the selection process feeling valued, and that they have been treated professionally.
Step 9: Follow-up Support
While staff selection may be over, support of the new candidate is just beginning! We believe it is important for you to contact the new hire once board approval has occurred in an effort to formally welcome them and determine any immediate support that is needed. Also, follow-up calls or personal notes from the interview team members is an important message of support to the candidate as they begin their journey with your district. While our process at DPS109 contains more steps than you may be accustomed to, we think the investment on the front end is worth it. Time spent now dramatically increases the likelihood that you get the right fit and decreases the chance you will have to spend countless hours coaching someone out of a position in which they are a poor fit. Take time to access the resources in the provided QR codes and adapt them to your organization’s needs! www.iasbo.org
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Your TRS Rulebook Having solid understanding of TRS regulations, including a newly amended salary rule, can help you quickly resolve employment issues.
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ARTICLE
By Brittany Flaherty Theis SENIOR ATTORNEY WHITT LAW LLC
Stuart L. Whitt
MANAGING PARTNER WHITT LAW LLC
In most instances, administrators are the intermediary between TRS and its members. Employers provide TRS with information used to determine a member’s current service credit, creditable earnings and retirement contributions. Errors in reporting can lead to investigations, corrections, fines/penalties and added costs for the employer. For those reasons, accurate reporting and payment practices are critical to both members and employers. Familiarity with these regulations is a tool, especially when employee investigations and misconduct create issues for a school district.
Defining the Terms
The Teachers’ Retirement System of Illinois (“TRS”) is a qualified pension plan. TRS members are “teachers,” which include any educational, administrative, professional or other staff employed in a position requiring certification (now, licensure) under the School Code. Generally, retirement benefits for members who receive a retirement annuity are calculated based upon an average salary/ service credit calculation. “Salary” means any form of creditable compensation received by a member in consideration of services rendered as a teacher, subject to all applicable limits and restrictions imposed on qualified plans under the Internal Revenue Code. “Creditable earnings” are the items of compensation recognized by TRS as salary for retirement purposes.
The 170-Day Rule
As described above, retirement annuities are calculated based, in part, upon a member’s years of creditable service. The Illinois Pension Code defines creditable service for any full-time, part-time or substitute teachers in any school year as “that fraction of a year equal to the ratio of days paid in the legal school term, or employment agreement if longer, to 170 days… However, after June 30, 1959, service of 170 or more days in any school year shall constitute a year of service.” This will be referred to herein as the “170-Day Rule.” TRS regulations define “days of service” to include any weekday, Monday through Friday, for which periodic payment is made to the member for: 1. Service rendered that requires teacher certification under the School Code 2. Attendance, during the work week, at teacher’s institutes, workshops and parent/teacher conferences scheduled in the school calendar 3. Legal school holidays 4. Vacation, sick, or personal leave days (except when the payment is for severance pay) 5. Sabbatical leaves meeting the requirements of Section 24-6.1 of the School Code [105 ILCS 5/24-6.1] 6. Absence from duty without loss of pay and benefits and without use of accrued time for up to a maximum of one year or until the resignation date, whichever occurs first or 7. Service rendered on e-learning days authorized by Section 10-20.56 of the School Code [105 ILCS 5] 80 ll. Admin. Code 1650.320.
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General Application
Once a member reaches 170 days of service credit in a school year, the member’s creditable earnings are based upon his or her annual contractual salary rate as opposed to actual earnings. Being aware of this reporting rule helps employers avoid miscalculating retirement bonuses resulting in excess employer costs. For example, it is not unusual for teachers to have a 180day work year. When determining their per diem rate of pay, the contractual salary is divided by 180 days. In the event of absence without pay, due to the imposition of dock days for absence outside of available sick leave or a strike, etc., the teacher’s creditable earnings for the year will be his or her annual contractual salary, unless the dock days take that teacher’s days of service (as defined above) below 170. Similarly, administrators typically have a contract year with as many as 260 days. So long as the administrator completes 170 days of service, his or her creditable earnings will be the annual contractual salary.
Application in Problematic Situations
The 170-Day Rule also gives employers the ability to get problem employees out the door after the 170-day mark has been reached in any school year so they can still achieve one year of service credit. On occasion, as administrators approach retirement, motivation and effectiveness wanes. When faced with that dilemma, school boards face the difficult choice of leaving an ineffective administrator in his or her current position at the contractual salary or moving the administrator to a different, lesser paid position, thereby adversely impacting the administrator’s TRS annuity and exposing the school district to liability. The 170-Day Rule can provide a viable
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alternative. So long as the administrator has 170 days of service (as defined above), he or she will achieve one year of service credit at his or her annual contractual salary. If the administrator has a 260-day contract year, the 170 days of service will usually be satisfied by March, meaning that: 1. The administrator can be paid his or her contractual salary for approximately eight months through February. 2. The administrator can retire at the end of February with a full year of service credit at his or her full annual contractual salary, as opposed to the eight months actually paid. 3. The district can use the four months of salary savings to partially fund the transition to a new person in the administrative position. When considering such an arrangement, particular attention should be paid to the following: the 170-Day Rule only applies to service credit and contractual salary. If the administrator’s final year of service includes any retirement incentive, that incentive is not considered contractual salary and will need to be fully paid prior to retirement in order to qualify as creditable earnings. Any agreement should also include a release of all claims to prevent the retiring administrator from pursuing any claim against the school board or district in the future.
TRS Requirements for Settlement Agreements
Settlement agreements used to resolve employment issues that affect service and earnings credit are required to comply with Part 1650.360 of the Illinois Administrative Code.
ARTICLE / TRS Rulebook
For settlement agreements covering a prospective time period, the agreement must contain: 1. The time period for which the member is to receive service credit, not to exceed one year; 2. A statement confirming the member is to be employed as a teacher; 3. A statement that the member will continue to receive the same salary on regular pay dates and fringe benefits to which he or she would be entitled; and 4. If a resignation date is contained in the settlement agreement, it must not be prior to the end of the time period covered by the settlement agreement. 80 Ill. Admin. Code 1650.360(e). Settlement agreements can be useful in removing problematic employees from the educational setting when their conduct is unacceptable but does not necessarily rise to the level of irremediable conduct warranting dismissal without an opportunity to remedy. There have been instances when a teacher nearing retirement engages in conduct that, while not criminal, causes students significant embarrassment and discomfort – in essence, being “creepy.” The TRS settlement agreement options can be used to: 1. Immediately remove the teacher from the educational setting. 2. Pay the teacher his or her same salary for up to one year. 3. Provide for the teacher’s resignation on a specific future date. The settlement agreement should also include a release of all claims to prevent the teacher from pursuing any claim against the school board or district in the future.
TRS Amendment Making Resolution Through Settlement Agreements Easier
TRS recently amended its salary rule to make it easier for employers to resolve employment issues through settlement and retirement agreements.
As explained below, TRS is no longer looking into whether an employee is under investigation or suspension; it is focusing on whether the member was absent from duty without loss of pay and benefits. Part 1650.320 of TRS’s regulations contains the method of calculating service credits. As shown above, there is a list of qualifying days for purposes of calculating “days of service.” One such day is “[a]bsence from duty without loss of pay and benefits and without use of accrued time for up to a maximum of one year or until the resignation date, whichever occurs first.” This provision is intended to cover some of the problematic situations described above where a settlement agreement is reached. As always, school districts should be mindful of service credit determinations, which look to the duties being performed by the employee. If the specific work performed does not require licensure, service credit cannot be granted. In some cases, settlement agreements have contained provisions describing “work-from-home” assignments and prohibiting the employee from entering school grounds. In those instances, employers unnecessarily raised flags that the employee was not engaging in work that required licensure and TRS denied service credit to the employee – an outcome the school district was trying to avoid in the first place. Under the new rule, there is no need to describe any duties. Through regulatory amendments and administrative decisions, TRS has indicated what information must be written into settlement agreements and dramatically simplified its compliance requirements. School districts should address each required item and be careful not to include any information that could inadvertently trigger additional review by TRS, unless necessary for the specific circumstances. This analysis should be completed in consultation with legal counsel experienced in dealing with TRS issues.
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Working Side by Side
Planning to Improve Wellbeing for Multiple Generations in the Workplace
By Heather Eastman
ARTICLE
SENIOR CONSULTANT ARTHUR J. GALLAGHER & CO.
Rebecca Starr
MANAGING DIRECTOR/SERVICE LINE LEADER ARTHUR J. GALLAGHER & CO
Adapted from an article by: Mary Novak-Jandrey
MANAGING DIRECTOR AND SENIOR CONSULTANT ARTHUR J. GALLAGHER & CO..
Longer life spans, changing family structures and the evolution of how, where and when we work have created a fascinating and remarkable moment with five generations working side-by-side in our nation’s workforce. This extraordinary environment creates a mix of diverse views, wants, needs and learning styles. For human resources teams, understanding and strategically responding to our multi-generational workforce has become a central challenge in building strategies to attract, engage, motivate and retain the talent to support overall organizational wellbeing.
Silent Generation Born approx. 1928-1945
Baby Boomers Born approx. 1946-1964
Generation X Born approx. 1965-1980
Retired or nearing retirement
Generation Y "Millenials" Born approx. 1981-1996
Generation Z Born after 1997
Just entering the workforce
Understanding Generational Characteristics
When discussing the various generations in our workforce, it is easy and common to revert to stereotypes. Lack of understanding across employee groups who experience the world through vastly different lenses is sometimes frustrating and can lead to the use of adjectives or phrases that are unflattering, dismissive, divisive and unproductive. Think “slacker,” “entitled,” “idealistic” and more recently, the viral eruption of “Ok Boomer.” Words and language contribute great power to culture and tenor. Organizations that understand the power of language and make conscious efforts to celebrate and capitalize on the unique characteristics of their various generations gain an advantage in employee loyalty, engagement and ultimately productivity.
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Entry Level | Generations Y and Z
Entry-level employees typically include Generation Z and Y (Millennial). Often, they are single or recently married and childless. Because they are embarking on their careers, these groups typically have little or no savings, do not yet own a home and are focused on enjoying experiences outside of work. The work done or roles held in their first few jobs do not necessarily represent their intended or long-term career paths. Entry-level employees often desire their work to reflect their values and to provide a sense of purpose. The establishment of financial stability, job advancement, income growth and recognition are also important to them. The experience of Generation Z and Millennial employees at school provided short-term and intermittent rewards, leading these employees subsequently to expect a similar experience at work. They tend to use health and welfare benefits at a lesser rate than other generations. Perhaps a result of seeing their parents struggle through a recession, this group is less tolerant of financial risk than others. Work environment and culture are important to them; without a spouse or family, work often provides a social outlet. Their learning style, based on their school experiences, embraces and expects the use of technology and multimedia in presented information. They learn best with consistent reinforcement as part of the environment. Early in their careers, they need and expect guidance and structure from their employer to support a rapid pace of learning and gaining of competence.
Mid-Career | Generation X
Primarily dominated by Generation X, mid-career employees are in their early 40s and often have young children and daycare needs. Trying to balance work and life, they encounter growing financial obligations that influence many of their work decisions. At this life stage, career advancement and income growth are important. As a relatively small group sandwiched between Boomers and Millennials, this generational cohort experiences some unique career frustrations and challenges. Boomers, originally expected to retire in their mid-60s have, in many cases, continued to work and thrive while climbing the corporate ladder, resulting in fewer opportunities for advancement for those following them. As a result, some in Generation X have experienced stymied career progression, leaving them hungry for professional development opportunities. Employees in their mid-careers are looking for steady salary increases, if not through promotions, then through other types of career recognition. They are moderate to heavy users of medical benefits. Time-off benefits are particularly valued by this group. Mid-career employees tend to appreciate choice in their benefits in order to get the best fit for their family situation. Those in mid-career tend to prefer a group learning style using summarized information and visually appealing delivery. Mid-career employees are comfortable asking for help or guidance, and often seek advice from peers in a similar life stage. 38 |
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Established | Generation X and Baby Boomers
Made up of employees in their late 40s and 50s, established employees are considered the crossover between Generation X and Baby Boomers. It is not uncommon for employees in this group to be in a “second career,” meaning they worked in a different role or function for an extended period of time and have made a change to further advance their careers. They have lessening childrearing obligations and may now have to care for parents or other older family members. They have established financial routines. Because this group has been in the workforce for some 20 or more years, they expect professional respect. They also expect leadership opportunities and often enjoy mentoring newer employees. As part of the need for professional respect, employees in the established life stage expect recognition for their contributions and achievements. They push to achieve the highest salary levels. They are moderate users of medical benefits. Retirement benefits and financial planning advice are important to them, as is life insurance. Look for an uptick in supplemental insurance policies with established employees. Established employees also tend to be more autonomous and prefer learning comprised of practical and factual information.
Pre-Retirees | Baby Boomers
In their 60s and early 70s, pre-retirees are part of the Boomer generation. This group has moved to the “empty nester” stage and often carry responsibility for providing elder care for aging parents. They are focused on securing a steady income in retirement. This group is preparing for transition into retirement; some are eager to embrace the transition, while others are worried about what life will be like without the daily routine of work. Some are planning for another career in an area of personal passion. Employees in this life stage assume they are paid near the top of the pay range for their jobs. They are looking for additional rewards and recognition for their long tenure. Retirement benefits and financial planning are highly important. Life and disability insurance also become a focus for their benefits. Pre-retirees generally use their medical benefits for chronic conditions and scheduling elective surgeries for things like worn out knees and hips, so that they can enjoy an active retirement. Pre-retirees are accustomed to classroom-style learning, prefer paper to screens and do not hesitate to seek advice from peers.
Know Your Workforce
Developing a deep understanding of your workforce is critical to support an inclusive and productive culture as well as to leverage a strategy for recruitment, engagement and retention.
ARTICLE / Working Side by Side
Developing a deep understanding of your workforce is critical to support an inclusive and productive culture as well as to leverage a strategy for recruitment, engagement and retention. A workforce analysis provides a wealth of information to help tailor communications, plan professional development, facilitate succession planning, inform total rewards offerings, drive recognition programs, develop training platforms and content and plan for thoughtful talent acquisition strategies. Understanding the generational landscape of your organization can help pinpoint where your organization is vulnerable today or in the future and provides insight into retention patterns. A workforce analysis can identify the need for retention strategies in key positions and help guide succession planning. As you review the generational demographics of your workforce, take a deep dive into the metrics of age, tenure and role. Viewing your group through a lens of life stage and role helps you to identify where you may have concentrations of certain employees. If you find, for example, that 75 percent of your project managers fall into the pre-retiree group, this valuable insight will help you to begin planning for replacement hiring, training and/or promoting new project managers. Using this same methodology, understanding the generational demographics of highly technical, specialized and/or hard-to-fill roles can help you intentionally develop junior employees as a strategy for winning the “war for talent.” Generational demographics also can inform predictive analytics. With normal turnover and potentially accelerating retirements, do you know how many of your staff will need to be replaced in the next five years? How many managers are nearing retirement? Have you developed a succession plan that leverages this predictive information? Beyond use for resource and succession planning, understanding the priorities and values of your employees
will help ensure a compelling total reward offer that ensures retention and engagement. Predictive analytics also can help you evolve your total rewards to meet the needs of a changing workforce.
Generational Considerations in Total Rewards
Organizations-of-choice design and communicate pay, benefits, recognition and wellbeing programs in a way that meets the needs of employees and inspires trust and loyalty. Total rewards are important not only for the engagement and retention of current employees, but for building a reputation as an employer-of-choice in the war for talent. With four to five generations in the workplace, total rewards require flexibility and must appeal to a broad range of life and career stages and intrinsic values. A successful total rewards formula enables choice and flexibility for employees and supports organizational goals to ensure retention of key employees, engagement and productivity, as well as succession and resource planning.
Recruitment | Employee Value Proposition
A successful recruitment strategy typically focuses on the early career group that will comprise your main new-hire pipeline. A secondary focus may center on the established demographic of individuals with highly technical or specialized experience in high demand. Finding the right balance of compensation, benefits, career development and work- life balance will appeal to both early career and highly technical groups through a clear employee value proposition. This value proposition is a combination of the value of the work, pay, benefit choices, career development and the employer’s understanding of employee’s life-stage needs. The central question for an applicant is whether the value
Base Compensation – The rate of pay or salary for doing the job. Competitive rate of pay assists in recruitment and retention of many workers in moderate job markets. Total Compensation – Includes the values of health and welfare benefits, retirement programs and paid time off programs. Total Rewards – Identifies and clearly communicaties the value of base compensation, total compensation, plus variable pay opportunities, work-life rewards, recognition programs, performance management systems, career development strategies and non-monetary items. www.iasbo.org www.iasbo.org
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proposition is enough for them to exchange their time, knowledge and energy to join this organization. For the early career group, the layout of a career development pathway is very important. Organizations that offer robust training, education and career paths likely will recruit the best talent from this age cohort. For the established group, hiring them into positions that show respect for their expertise with commensurate pay represents an important part of the recruitment package.
Retention
Once hired, it is critical for retention that the employee value proposition presented during the recruitment process be part of the employee’s everyday experience. Gallagher’s findings show the cost of turnover in terms of separation, replacement hiring, on-boarding and training and lost productivity can run anywhere from 25 to 75 percent of the lost employee’s salary, so the importance of investment in retention efforts cannot be overstated. With each generation drawn to different focuses and needs in compensation, benefits and career development, building flexibility and choice into the total rewards strategy is the key to success in retaining a diverse generational workforce. It’s possible that an organization already offers myriad programs and options, but they may not be communicated or highlighted in a way that resonates with the different generational audiences.
Building flexibility and choice into the total rewards strategy is the key to success in retaining a diverse generational workforce. For example, an organization may have three or four medical plan options presented and communicated based on employee cost. However, highlighting the features based on life stage may be more effective in providing choice based on individual needs. A high-deductible health savings plan that offers a lower employee monthly contribution may be attractive to the early career employee who doesn’t frequently use medical benefits. Such plans may also be attractive to the pre-retiree who can afford the high deductible and who finds the ability to save for medical expenses on a tax-free basis in retirement a positive feature. Offering a full coverage plan with low deductibles and wide coverage may be the right choice for the mid-career employee with a young family and high medical care usage. 40 |
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Recognition
The best practices in the recruitment and retention of multiple generations in the workplace require well-designed and flexible recognition programs. Organizations typically offer a handful of traditional recognition opportunities, such as annual merit increases and an “employee of the month/year” program. Because those limited programs do not allow much flexibility, managers sometimes find alternate ways to recognize their high potential or flight-risk employees with off-cycle pay increases or the creation of special job titles. Giving managers a toolbox that allows them to recognize employees in meaningful ways can be very helpful. Recognition might include spot bonus programs, instant non-cash rewards, training and career development opportunities, or time off to pursue a passion or support a charity. The toolbox must be diverse to address the values of multiple generations. For established employees, recognition may focus on benefits that reflect their tenure. Besides paid time off programs that are often tenure-based, recognition could include such things as enhanced matching in the retirement plan or a lowering of medical contributions. Recognition may also include establishing a formal mentoring program that uses the experience and talent of these employees. For pre-retirees, use of phased retirement programs may be attractive. Such programs offer employees a clear pathway that gradually moves them to the next phase of their lives and provides the organization with a structured knowledge transfer mechanism.
Rewards
Organizations will be successful in creating successful reward programs if and when they are able to differentiate their rewards in substantial ways. The best reward programs use a layered approach, including performancebased individual, group, team and organization rewards, as well as a mix of long- and short-term incentives. For those early in their career and seeking to establish financial stability, cash rewards might offer the most value. Those in mid-career and in the midst of balancing work and family might highly appreciate time off. For those later in their careers or planning for retirement, increased contributions to retirement plans might offer more impact. Offering a variety of rewards and flexibility to meet the
ARTICLE / Working Side by Side
needs of individuals across generations is key to ensuring that rewards are meaningful.
Communication
Ensuring employee understanding and appreciation of the total rewards investment is critical to enhancing engagement and obtaining return on a company’s investment in employees. Total rewards programs are most effective when communication is carefully and thoughtfully crafted with a strong understanding of the workforce and generational values. If the value proposition is not reinforced throughout their employment, employee engagement and organizational credibility and retention may struggle.
To be successful, the communication must be consistent and should remind employees of the employment value proposition. To ensure effective communication to a generationally diverse workforce, consider using multiple messaging channels. Because generations extract information and learn differently, sending messages on paper may be useful for one group, but ignored by another. Early career employees who grew up on various social media sites and in constant communication with their devices may benefit from forms of electronic messaging. Ultimately, understanding your workforce, crafting communications appropriately and communicating often and in multiple ways will help ensure that your message resonates to support workforce and organizational wellbeing.
The Pandemic Effect
While organizations have been navigating generational diversity in the workplace over recent years, nothing has highlighted generational differences as dramatically as COVID-19 has during 2020. While much of the COVID-19 story is still unfolding, we see a cross-generational appreciation and concern for financial stability, understanding and use of leave programs, flexible scheduling and remote work. Those aspects, coupled with need for better access to mental health resources and telemedicine and a forced adoption of new technology and working arrangements, may have brought generations closer in many ways through this sudden shared experience. Will the values that have defined the generations historically hold true, or will we find values and characteristics shifting as a result of a new way of working and living? As a strategy to mitigate large-scale reductions in force as well as layoffs and furloughs, many organizations have offered early retirement incentives to pre-retirement and established employees. Will the shift in workplace generational demographics create a need for redesign of succession programs, development and training of high potential and future leaders? Or will the new reality identify a weakness in effective knowledge transfer with a rapid departure of highly tenured employees? Whatever long-term changes the pandemic brings, generational diversity will continue to demand that organizations tailor their strategy and programs to meet the varied needs of their diverse workforce.
Now more than ever, leaders must develop strategies for workforce planning, recruitment, engagement and retention in order to face the future with confidence. © 2020 Arthur J. Gallagher & Co. Consulting and insurance brokerage services to be provided by Gallagher Benefit Services, Inc. and/or its affiliate Gallagher Benefit Services (Canada) Group Inc. Gallagher Benefit Services, Inc. is a licensed insurance agency that does business in California as “Gallagher Benefit Services of California Insurance Services” and in Massachusetts as “Gallagher Benefit Insurance Services.” Neither Arthur J. Gallagher & Co., nor its affiliates provide accounting, legal or tax advice. www.iasbo.org
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Diverse Workforce
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ARTICLE
By Dr. Robert Lang
DIR./INNOVATION IN TEACHING & LEARNING COMM. HIGH SCH. DIST. 99
Pete Theis
DIR./HUMAN RESOURCES LAKE FOREST SD 67 & 115
Schools should be designed for students as they offer many wonderful opportunities for students to connect with each other, pursue their interests and participate in a community of their peers. However, when critically analyzing schools, it turns out that there is still some major redesign work needed to make schools more reflective of students’ needs and lives. Recruiting and retaining a diverse staff is an important strategic step towards creating school environments that are designed for students.
Why a Diverse Staff is Important
Hiring a diverse staff is based on the understanding that if each staff member brings their experiences and perspectives to the school community, students will benefit because the school experiences will then reflect their different identities. Those different identities might be
based on race, gender, sexual orientation, socio-economic status, religion or other categories in which people identify. They might also be based on the intersectionality of these categories. For example, a staff member might bring their perspective as a Black person who identifies as a female. That individual has life experience that can help the school district to better design schools for students who are Black, students who identify as female and students who identify as Black females. That one staff member has valuable perspectives that schools can include when redesigning experiences for students. The key to this, however, is building a culture in which that staff member is included in the design process. It is imperative for school leaders to include many different perspectives when considering changes that need to be made in the schools. These different perspectives help schools make curriculum more culturally relevant, school culture more inclusive and policies (which often lead to discipline) more reflective of the cultures within the community. This is what is often referred to as students “seeing themselves” in the curriculum, culture and policies of the school and it is just as important that students “see themselves” in the successful adults within schools. All of the benefits mentioned above explain why it is important for students who have identities different from the dominant culture to see school staff members with diverse perspectives. These diverse perspectives help change schools to be more inclusive and reflective of all students. Students from the dominant culture benefit just as much from these perspectives and identities too. Participating in a community with diverse perspectives and lived experiences teaches students empathy, understanding, communication and the importance of inclusion.
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Challenges and Solutions
So how does a school district recruit and hire staff with diverse perspectives? The greatest challenge in this work is getting candidates to apply for jobs within the school district. This challenge is created by multiple factors. A large factor is not enough people with diverse perspectives even deciding to enter professions that would lead them to positions within schools. This is especially true of teachers. The percent of people of color choosing to become teachers is small compared to the percent of White people choosing this career. Work needs to be done to recruit people into the field. Additionally, sometimes people of color choose to earn a degree to become a teacher only to find that the state-level requirements (testing, etc.) prevents them from being granted the required license. There has been a lot of improvement at the state level in recent years to combat that problem. Knowing that the number of diverse candidates is already low due to these factors, how does a school district successfully recruit those few candidates? It starts with culture and communicating that culture. Potential applicants want to know that they will be valued and included in the school culture. This is especially important for potential applicants who have identities different from the majority of staff members already in the school. • If your school district is engaging in equity work, communicate that. If your school district is not yet engaging in equity work, start now. If your district has strategic supports for staff who identify differently than the majority of staff, communicate that. For example, a school district might have a mentoring program designed specifically for people of color where they have a safe space to talk with another person about their experiences in the school district. • The selection process is also a key factor in hiring a diverse staff. Be strategic about who is involved in the hiring process and what process will be used. Train all people involved in hiring in recognizing and controlling their implicit biases. We all have biases. It is important to recognize them and take steps to consciously
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control them. Uncontrolled biases can lead to highquality candidates not getting hired. • Let potential applicants know where your district is at in its equity journey. Let them know that you value all perspectives. Let them know that you are striving to create a culture in which all staff are intentionally included. Communicate this on your website, in your emails to the community and in your recruiting materials.
Take an All-In Approach
Creating a culture of inclusion requires everyone to contribute. All employees need to learn and take action together. This requires school districts to think differently about professional learning. Equity professional learning is not just for classroom teachers. It is for everyone because everyone has the potential to make the school culture more inclusive or less inclusive. Adults need to be engaged in learning about equity and included in the strategic planning process to redesign schools. Students need to be engaged in learning and taking action with their peers. Adults and students need to spend more time learning about each other and demonstrating vulnerability with each other. Engaging and including all people within schools to learn and taking action together creates a culture in which people with different life experiences and perspectives want to work. Having a staff with varied perspectives and empowering that staff to contribute their experiences to changes within the school, creates school environments that are more relevant to and reflective of the students. Organizational equity work is a snowball effect. Start somewhere, get momentum going and watch your culture get more robust each year. But remember, the work never ends. There will always be new staff members and new students to consider.
RESOURCES Are YOU a Kick-Ass Boss? Can you be a better leader and co-worker? There is always room for improvement! Discover how Kim Scott intersects caring personally and challenging directly in her book, Radical Candor: Be a Kick-Ass Boss Without Losing Your Humanity.
Care Personally
What do you know about your employees outside of their work lives? If your answer resembles something such as nothing, not much, very little...you are missing a critical piece of the Radical Candor puzzle. Caring personally is crucial to being a kick-ass boss. You might be thinking, “I try to stay out of my employees’ personal matters,” or “It’s not my business,” or “I’m not my employees’ social worker,” or “It’s not professional to mix business and personal.” The reality is – it IS your business, you perform various roles as a boss and social worker may be
one of them. Furthermore, if you do not take the opportunity to learn about your employees’ lives outside of the workplace then you are setting yourself up for failure as a leader. Here are a few simple suggestions for trying to connect personally with your employees: • Show your own vulnerabilities • Get to know more about your employees and their families. • Acknowledge that life exists beyond the workplace • Bring in treats or buy lunch on occasion
Challenge Directly
When you read “challenge directly” did an image of an all-knowing teenager and his/her parent come to mind? Did it produce a nauseous feeling as you remember confronting someone and making the situation worse? Now, imagine challenging directly as leading to an improved relationship, situation, team or outcome.
On Their List Book reviews from your peers on relevant career topics
Dr. Angela Crotty Assistant Superintendent, CSBO Midlothian SD 143 Dr. Angela Crotty began her career at Midlothian School District 143 as a P.E. teacher. Though Angela longed for more mental stimulation, she was determined to remain an advocate for children. Nearly 20 years ago, she found the perfect balance in the role of CSBO. Angela holds herself to high ethical standards, prides herself on working diligently to maximize district funds, leads by example and puts students first!
Though the task of challenging others directly may not always be comfortable, it is necessary to build trusting relationships which lay the foundation for effective teams. Challenging directly most often involves conflict, which is viewed as negative. However, healthy, productive and viewed when handled appropriately and as necessary to move the professionally, conflict should be organization forward.
“Direct = Clear = Kind = Radical Candor!”
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THE FINAL WORD SPEAKING UP ON HUMAN RESOURCE MANAGEMENT MICHEAL DEBARTOLO
ASST. SUPT./FINANCE & OPERATIONS, CSBO WHEELING CCSD 21
Our Departments Collaborate on Many Issues
We have both a human resources office and a business and operations office, each with its own assistant superintendent. Our two departments collaborate on many issues including staffing, contracts and stipends, workers compensation, leaves of absence and a host of other issues, not the least of which is the district’s collective bargaining agreement. We work extremely well together and utilize our complimentary backgrounds and extremely qualified staff to arrive at sound decisions that benefit the district. Insurance benefits for employees, which is the second most costly item for the district, is probably the biggest issue that finance and human resources teams collaborate on for the benefit of the district.
Staffing is the Biggest Challenge
Recruiting and maintaining qualified staff in this environment is very difficult. This includes teachers, nurses, aides and, most difficult lately, substitutes. With salary and benefits being the largest portion of a school district’s budget, trying to find the answers to maintaining a highly qualified staff without breaking the bank is critical especially given the uncertain financial times that lie ahead.
An Issue to Watch Moving Forward
We will be watching the number of teachers that are retiring versus the number of teachers that are licensed and applying. We have overhauled our delivery of special education services and are looking at other programs, such as bilingual classes, for a similar enhancement to those services. Growing these populations from within and enhancing their ability to obtain the proper credentials will allow the district to control costs and not have to bring in higher priced outside candidates that stretch the budget.
How Any District Can Improve their HR Practices
Reviewing the practices, processes and procedures of hiring and discipline is a key to improving a school district’s human resources operation. These areas can cause legal liability and be costly if mistakes are made. By ensuring solid hiring and discipline practices, a district, hopefully, will not have to deal with a performance or discipline issue that could have been foreseen based upon a solid review of interviewees backgrounds, letters of reference, credentials and experience. The money saved can then be used to enhance the educational program.
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While many things remain uncertain, the coming year will certainly present new challenges for school and industry leaders. Gain skills to to help your team move forward with new levels of communication, trust and emotional intelligence.
SAVE THE DATES for 2021 LEADERSHIP EVENTS 2021 LEADERSHIP CONFERENCE February 18 - 19, 2021 2021 LEADERSHIP INSTITUTE IMMERSION EXPERIENCE March 2 - 4, 2021 The Institute will take place in-person as state guidelines allow.
VISIT www.iasboleadership.org to take the next step on your leadership journey!
Celebrating
70 years of‌
Save the date for April 28 - 30, 2021 to join the celebration!
While the format may change, what makes this conference so special remains — members like you who are committed to their professional growth.
