Fall 2015 by NCSA

ncsa Today A PUBLICATION OF THE NEBRASKA COUNCIL OF SCHOOL ADMINISTRATORS

Featured Articles by: Inside: Dr. Matt Blomstedt

Dr. Hank Bounds

Commissioner of Education

University of NE President

NCSA HonNebraska Council of School Administrators

Fall 2015

www.NCSA.org

CONTENTS

2 From Silver Bullets to Stability: A Remarkable Moment in Time for System Leadership BY MATT BLOMSTEDT

3 Helping Every Student Realize the Transformative Power of Higher Education BY DR. HANK BOUNDS

NSASSP Announces 2015 Nebraska High School Principal of the Year

NSASSP Announces 2015 Nebraska Middle School Principal of the Year

Wanted: Qualified Teachers BY SHARON KATT

School Climate and Culture BY KYLE M C GOWAN

Superintendent Turnover Reverses Decline in Fall 2015 BY DR. JAMES E. OSSIAN

Governor Ricketts Provides Keynote for York-NCTA Ag Kick-Off

NCSA EXECUTIVE BOARD 2015-2016 Chair . . . . . . . . . . . . . Ryan Ricenbaw Vice Chair . . . . . . . . . . . . Mike Apple Immed. Past Chair . . . Dr. Mike Teahon NASA Representatives President . . . . . . . . . . Kyle McGowan President Elect . . . . . . . Dr. Mike Sieh Past President . . . . . . . . . Mike Apple NASBO Representatives President . . . . . . . . . . Jeff Schneider President Elect . . . . . . . . John Brazell Past President . . . . . . . . . Rick Haney NAESP Representatives President . . . . . . . . . . . Mark Johnson President Elect . . . . . . Jim Widdifield Past President . . . . . . . . . . Rod Engel NASES Representatives President . . . . Wendy Kemling-Horner President Elect . . . . . . . Missy Dobish Past President . . . . . . Sally Giittinger NSASSP Representatives President . . . . . . . . . . . . . . Troy Lurz President Elect . . . . . . Steve Adkisson Past President . . . . . . Ryan Ricenbaw NARSA Representative President . . . . . . . . . . . . Dave Kaslon NCSA STAFF

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National Convention Dates Calendar of Events

Dr. Michael S. Dulaney Executive Director/Lobbyist Dr. Dan E. Ernst Associate Executive Director/Lobbyist Megan Hillabrand Event Coordinator Amy Poggenklass Finance and Membership Director Christy Hald Executive Administrative Assistant

NCSA Mission

Michelle Lopez Administrative Assistant

The mission of the Nebraska Council of School Administrators (NCSA) is to be an effective leader for quality education and to enhance the professionalism of its members.

Dr. Virginia Moon Consultant, Lobbyist

NCSA Today is a benefit of membership in the Nebraska Council of School Administrators, 455 South 11th Street, Suite A, Lincoln, NE 68508. Telephone 402.476.8055 or 800.793.6272. Fax 402.476.7740. Annual membership dues are $335 (active members), $125 (associate members), or $40 (student members). NCSA Today is published quarterly. Send address changes to NCSA, Membership, 455 South 11th Street, Suite A, Lincoln, NE 68508. Copyright ÂŠ2015 by NCSA. All rights reserved.

The opinions expressed in NCSA Today or by its authors do not necessarily reflect the positions of the Nebraska Council of School Administrators. FALL 2015 NCSA TODAY 1

FEATURE

From Silver Bullets to Stability: A Remarkable Moment in Time for System Leadership DR. MATT BLOMSTEDT, Commissioner of Education

Blomstedt

oday is a remarkable time in Nebraska. At no other point in recent memory can we point to a time when we have seen as large a change in education leadership across the state. We truly have an unprecedented opportunity for leadership development focused on establishing a stable future for Nebraska education institutions and students across the state. There is a demand for change and reform. Properly done, this provides a unique opportunity for system leadership. We will, however, continue to face challenges. We must address new demands about the education opportunities we provide the state’s students as well as the everincreasing expectations that our schools prepare future college and career ready workforce. We also face the possibility of multiple “silver bullet” ideas aimed at reforming Nebraska’s education system. I am, however, confident that the arrival of a new education system will provide the stability our schools and students need while strengthening our focus on collaboration and partnerships throughout the whole system. Frankly, in order that our state moves forward, we must focus on our competitive advantages. First and foremost: our ability to work together effectively. Visit Nebraska. Visit Nice. That state slogan has drawn some “aw-shucks” criticism but the fact is most Nebraskans are nice and beyond that there is a unique sense of community and collaboration growing across the state. I can think of no greater cause than an investment in our education system from Pre-Kindergarten through postsecondary education. Our children should expect to be successful. We should focus our attention on stabilizing our education environments to support all students. In addition, we should focus our energy on those students who need extra attention to succeed. Gone are the days where we can afford to cast a critical eye on the neighboring districts. Today we must share our successes and pull together to improve our areas of weaknesses. It will and does take the whole state, the whole system working together to improve.

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As Nebraska works to build a system of shared accountability, we must also work to build a system of shared support. That system of shared support is growing and expanding between and among PreK-12 and postsecondary education institutions. With new leadership in a number of places including in state government and throughout PreK-16, there is an opportunity to build a consensus around a vision, to invest in key systems, and to partner for the success of the whole state. We are poised to benefit from being “nice.” But “nice” won’t be enough. Our success will require heavy lifting through strong partnerships. Nebraska’s community colleges, state colleges, and the university system are all solid and offer important opportunities as our statewide education community works to build and to invest in the state’s future workforce. Our PreK-12 system continues to lead the nation with the second highest graduation rate in the country while focusing on improvements to ensure our students are college and career ready. Nebraska state and local agencies assisting children and families as they address the challenges they face are strengthened by a strong education system. As we move forward, we must base our decision making on data and research from across the system and develop measures/indicators to benchmark our successes and inform our future investments. Strong and expanded partnerships with our communities, businesses, parents, and elected officials are a necessity. I’m proud to say we already have a good foundation of partnerships—partnerships that include NCSA—that support our education system. To create the stability necessary to advance the system, it will take all of us. I look forward to the State Board of Education developing a vision aligned with the goals of the Legislature, Pre-16, and others. Stability is no silver bullet. Stability grows from strong, dedicated, and consistent leadership. Partnerships begin with leaders who can work together. That starts with nice. n

FEATURE

Helping Every Student Realize the Transformative Power of Higher Education BY DR.HANK BOUNDS, President, University of Nebraska

Bounds

he beginning of my story probably looks a lot like the stories of Nebraska students you serve every day. I grew up on a small farm in Mississippi, where my family raised cows and pigs and I hauled hay. We had limited means. I didn’t know what my future held, but I certainly didn’t imagine it could include college—much less teaching, administrative roles or a title that included the word “president.” The difference in my life and career: Teachers and other mentors who believed in me, opened my eyes to the transformative power higher education could have in my life, and helped show me the way. Today I am humbled and honored to be leading one of America’s great universities—living proof that a college education can open doors in peoples’ lives that they never thought possible. My vision is for every Nebraska student to have the same opportunity to change his or her life through education. Our children’s futures and our state’s workforce and economic competitiveness depend on it. I am counting on the school administrators, teachers, counselors and staff who are on the front lines with students every day to do what my mentors did for me: Help our young people see their potential and how they can fulfill it with a college degree. One of the things that attracted me to the University of Nebraska presidency was the shared belief among the state’s leadership—in education, government and the private sector—that an educated citizenry is the foundation of our economic success and quality of life. Nebraska is fortunate to have excellent schools, a strong economy with low unemployment rates, and thriving communities that regularly appear on national “best of” lists. Nebraska’s education leaders, from early childhood to K-12 to higher education, have a good working relationship focused on improving access and success for our students. Even so, months into my new position, I’m convinced that we can do even more to ensure that every student in our state has access to high-quality education that

starts before kindergarten and ends with a college degree. With the share of jobs in Nebraska that will require higher education expected to exceed 70 percent in the next few years, and with the individual and societal benefits that college brings increasingly clear, the stakes are high. We’ll need to put our collective talents and resources to work in an even more focused manner than what we have done. But I believe we can be successful —and that Nebraska’s best days are ahead of us. A few ways we’ll get there: We need to provide every child in Nebraska—and especially those at risk because of poverty, developmental disorders or other challenges—with excellent early education that sets them up for lifetime success. A child’s first day of college begins during preschool. Science tells us that the early years offer the greatest opportunity to impact success down the road. Yet we also know that many of Nebraska’s at-risk children don’t have access to high-quality education during those critical early years. The effects, from diminished school progress to reduced wages to increased chances of welfare and incarceration, can be profound and lifelong. The University of Nebraska’s Buffett Early Childhood Institute, which engages our partners in K-12 and elsewhere, is developing forward-thinking strategies for creating a more level playing field for our children. The Buffett Institute is working to make sure Nebraska is the best place in the nation to be a baby. We have much work ahead, but thanks to the work of the institute and the commitment of our faculty, K-12 partners and others, Nebraska is positioned for global leadership in early childhood education. We need to build a college-going culture in Nebraska. Almost 70 percent of Nebraska’s high school graduates go on to college, ranking us seventh in the nation. We should be proud that we compare favorably to other states. But when 3 out of every 10 of our high school graduates don’t move on to college—and when many others don’t even make it to the high school finish line—we know we have room to improve. I have an (continued on page 5) FALL 2015 NCSA TODAY 3

FEATURE Helping Every Student Realize... (continued from page 3) ambitious agenda for enrollment growth at the university so that we produce even more graduates for Nebraska’s workforce. That work starts at home by making sure we are accessible to all Nebraska students, particularly those who have been traditionally underrepresented in higher education. For our K-12 partners, building that culture means reinforcing the message with students that a high school diploma is not an end, but a next step toward career success. A new study from Georgetown University found that the U.S. economy has created 2.9 million good jobs since 2010—and that 2.8 million of those jobs went to college graduates. Without a degree, young people will fall victim to economic realities. The notion that college is not merely an option should be built into K-12 curricula. And it needs to start early, so that students complete a college-preparatory mix of math, science, English and other courses before they graduate. Students should also be challenged to take dual-credit, Advanced Placement and International Baccalaureate courses when appropriate to reduce their college debt load and time to degree. For the university’s part, we need to be even more intentional about expanding access and showing underrepresented students that they can afford and be successful in college. College preparatory “academies” that provide full scholarships to high-achieving underrepresented students have been tremendously successful in Omaha, Grand Island, North Platte, Kearney and Lexington, improving college-going and retention rates among students who may not otherwise have even finished high school. We also are working to make sure every Nebraskan knows that Pell-eligible students who meet our admission requirements can attend the University of Nebraska and pay no tuition through the Collegebound Nebraska program. Almost 7,000 Nebraska students qualify for full tuition coverage thanks to Collegebound Nebraska— and we hope to increase that number significantly. Finally, we intend to better leverage technology to expand access. The University of Nebraska High School, for example, offers accredited core, Advanced Placement and elective courses to stu-

dents no matter where they live, a key strategy for making a college-preparatory curriculum available to students from rural or underserved school districts. And the new Transfer Nebraska database offers students an easy way to search course transferability so they can explore how their dual-credit courses can apply toward a degree. We need to leverage the role of education as an economic driver for our communities and Nebraska. We have major opportunities to build public-private partnerships that serve our schools, business and students and grow the economy. Partnerships with businesses and local chambers of commerce that encourage students to study science, technology, engineering and math, for example, will contribute to a more robust STEM pipeline for our state and meet critical workforce needs. The K-12 system plays a unique role in attracting talent to Nebraska. When parents are considering a job in a new location, one of the first questions they ask—as my wife and I did—is, “What are the schools like?” Fortunately, in Nebraska, we have a great answer. Maintaining the quality of K-12 education in our state is one of the best things we can do to keep our economy strong. In any given classroom in Nebraska, at any given moment, a student is reading a book or completing a math problem or playing in the school band. That student could go on to become a university president. Or an agronomist who develops a new way to feed the world. A doctor who improves cancer treatments. An artist who adds rich cultural value to the community. A teacher who impacts the lives of future generations. We don’t know what our students will become—but we must make sure they have the opportunity. To all educators in Nebraska: Thank you for what you do on behalf of our young people. I’m excited to work together to create a brighter future for Nebraska. n

Save the Date!

2015 State Principals Conference December 2-3, 2015 Cornhusker Marriot - Lincoln, NE

NSASSP

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AFFILIATE AWARDS

NSASSP Announces 2015 Nebraska High School Principal of the Year

he Nebraska State Association of Secondary School Principals is proud to recognize Kyle Hoehner, Principal of Lexington High School, as the Nebraska High School Principal of the Year for 2015. Mr. Kyle Hoehner was selected to represent Nebraska as the High School Principal of the Year. He recently traveled to Washington D.C. where he was under consideration with his peers for National High School Principal of the Year. Kyle is a graduate of Bertrand High School in 1976, received his Bachelor of Arts in Education Degree in 1981 from Kearney State College, Masters Degree from the University of NebraskaKearney in Secondary Administration in 1994, and currently holds a provisional Education Specialist Degree from UNK. Mr. Hoehner is currently in his fifth year as the Principal for Lexington High School. Kyle has been active in many professional organizations. His honors include being selected NSASSP District IV Principal of the Year in 2014; inducted into the Nebraska High School Sports Hall of Fame in 2004; received the NSIAAA Distinguished Service Award in 2012; and received the Nebraska Coaches Association National Guard 25-Year Service Award in 2006. Kyle has also been a speaker to the Nebraska Legislative Education Committee as well as the MAATA State Conference and Clinical Symposium and he had an article published for NSIAAA titled, “Building a Strong Connection Between School and Community.” Dr. John Hakonson, Superintendent of Lexington Public Schools, states, “In my 19 years of experience as a Nebraska school superintendent, I have not come across a principal more

dedicated to students than Kyle Hoehner. He is articulate, driven, compassionate, highly ethical, good-natured, tough when he needs to be, tender when he needs to be, and always a strong leader. Lexington Public Schools has been fortunate to have Mr. Hoehner as its high school principal for these past five years.” Travis Patocka, a teacher at Lexington High School, noted, “Mr. Hoehner encourages all teachers to focus on a three-year Kyle Hoehner goal and provides meaningful feedback about the goal on a yearly basis so teachers can reach a higher level of effectiveness in the classroom. This communication and feedback allows the teachers to reach their full potential.” Audrey Racek, Assistant Principal at Lexington High School, commented, “Mr. Hoehner embraces the challenges and works to support and guide the students and staff that he cares deeply about at Lexington High School. He has a true passion for education and always strives to provide the highest level of professionalism and service. Students and staff know they can count on him to be fair, professional, considerate, and keenly aware of situations.” n

2015 Emerging Superintendents Workshop

October 21, 2015 8:00 a.m. - 3:00 p.m.

NCSA Offices 455 S. 11th Street - Lincoln

Topics Include

*Leadership Perspectives of the Superintendent *Marketing Yourself on Paper *Being Your Best Self *Interviewing At Your Best *The Superintendent Transition Plan

AFFILIATE AWARDS

NSASSP Announces 2015 Nebraska Middle School Principal of the Year

he Nebraska State Association of Secondary School Principals is proud to recognize Heath Peters, Principal of Mitchell Jr/Sr High School, as the Nebraska Middle School Principal of the Year for 2015. Heath received his Masters Degree in Secondary Administration from Chadron State College in 2006 and is currently in his ninth year as the Principal for Mitchell Jr/Sr High School. Heath has been active in many professional organizations. His honors include being selected NSASSP District V Principal of the Year in both 2011 and 2014. Heath has strived to create a climate at Mitchell Jr/Sr High School where all people are accepted for who they are regardless of their race, religion, gender, economic status, or their academic ability. The students and staff treat each other with respect and compassion and the teachers are encouraged to challenge their students intellectually on a daily basis while building positive relationships with students and their parents. Katherine Urbanek, Superintendent of Mitchell Public Schools, states, “Mr. Peters models values and attitudes through his own personal conduct as well as expectations he has for staff and students. He is always prepared for his day and conducts himself in a calm, directed, organized manner. He has developed relationships with students and parents and focuses on preparing students for life-long success.”

Rex Morrison, a teacher at Mitchell Jr/Sr High School, noted, “Mr. Peters has effectively used staff development time during the school year to ensure that departments are meeting and discussing educational issues and intervention strategies. During the 2014-15 school year, the staff was asked to discover problematic areas by grade level as well as by subject area. This collaborative effort allowed departments and individual teachHeath Peters ers to conference and find solutions that the administration could endorse and document.” Colby Eberspecher, a student at Mitchell Jr/Sr High School, commented “Mr. Peters is a very selfless man who is always willing to help the students and the teachers at our school. Every chance he gets, he is out in the hallway asking how students are doing in their classes, sports…etc. I believe Mr. Peters is a wellrounded principal who gets things done while also making the students feel welcomed and happy.” n

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INSTRUCTIONAL PREPARATION

Wanted: Qualified Teachers BY SHARON KATT, Nebraska Department of Education

Katt

dministrators know that, from the very first day of class, a teacher impacts student performance and achievement. The concern about finding—and keeping—adequate numbers of appropriately prepared teachers is gaining momentum on the national and state levels. Although the ‘shortage’ may not be as pronounced in Nebraska as one hears from the national media, we do know that the most recent hiring season presented challenges, particularly in some content and geographic areas. The number of completers from Nebraska’s sixteen educator preparation programs has remained fairly constant over the last six years; however, the demand for more teachers to address increasing student enrollments and the fact that the number of individuals seeking admission to educator preparation is declining are adding to teacher supply concerns. The average teacher in Nebraska is approximately 41 years old (slightly younger than a few years ago). The average years of experience is 15 years. Unlike national statistics, which suggest a high proportion of teachers leave the profession within three years, we find nearly 70 percent of first-year Nebraska teachers appear in Nebraska school systems six years later. It is estimated the current rate of first-year teachers entering Nebraska systems each year to be five to ten percent of the total teaching force. Recent changes in certification requirements, as well as other initiatives underway, seek a balance of opening the pipeline for individuals who traditionally have not qualified for Nebraska certification with a commitment to maintaining quality standards for those who qualify for Nebraska certification. The goal— assure that every Nebraska student is taught by a wellqualified teacher. Rule 21 changes, pending final approval early this fall, now designate regular certificates as initial, standard, or professional administrative, teaching or special services certificates. A certificate signals the individual has completed an approved preparation program and met all other requirements to be fully certified in the State of Nebraska. Other certification options will now be issued as permits. A permit indicates the individual does not meet all of the qualifications for a regular teaching, administrative, or special services certificate, but is permitted to teach for a specified amount of time and/or

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under certain conditions. A brief summary of recent and significant changes to certificates and permits follows; however, you should refer to Rule 21, reference a more detailed chart found at http://www.education.ne.gov/ TCERT/, or contact the Teacher Certification Office (http://www.education.ne.gov/TCERT/index.html) for additional details/requirements. • Alternative Program Permit This permit now provides two pathways for individuals who hold a baccalaureate degree but have not met Nebraska’s requirement for completion of a teacher preparation program in a state-approved institution. The first pathway (formerly the Provisional Commitment Certificate) requires that the individual has completed 50 percent of the total required coursework, 75 percent of the content required for an endorsement, has an offer for employment, and a plan for completion of the full preparation program. Due to increased applications from individuals who have completed alternative programs in other states, an additional pathway has been created to provide more flexibility for those individuals to obtain Nebraska certification. This pathway requires those individuals who completed an approved alternative program in another state to hold an out-of-state certificate, were employed as a teacher in another state, have an offer for employment in a Nebraska school system, and have a plan negotiated by the school system and the Nebraska Department of Education (NDE) with input from an approved teacher preparation program. The Alternative Program Permit is now a two-year nonrenewable permit. • Provisional Teaching Permit (formerly the Provisional Teaching Certificate). This permit may be issued to individuals who have completed an approved program but do not meet the recent college credit, content testing requirements which became effective September 1, 2015, or employment experience requirements for a regular certificate. This has been changed to a two-year nonrenewable permit. (continued on page 9)

INSTRUCTIONAL PREPARATION Wanted: Qualified Teachers (continued from page 8) • Career Education Permit (formerly the Career Education Certificate). Individuals with expertise in career education pathways may qualify for the Career Education Permit. This permit must be requested by the employing school system and is valid only for teaching in school systems with approved career education pathways. It is now a renewable three-year permit. • Postsecondary Teaching Permit (formerly the Dual Credit Certificate). This permit is valid for individuals teaching courses for college credit offered by a Nebraska postsecondary institution that have also been approved for high school credit in Nebraska school systems. Postsecondary institutions requesting these permits on behalf of the instructor/teacher must verify that the credentials of the instructor meet the institution’s requirements for teaching the course at the postsecondary level. This is now a renewable three-year permit. This permit is increasingly being utilized for Career Academy courses which include a dual credit option. • Transitional Teaching Permit (formerly the Transitional Teaching Certificate). No recent changes have been made to this program operated through the University of Nebraska at Kearney, but is mentioned here because it is an important alternative pathway for Nebraska school systems. The program provides individuals with a baccalaureate degree in an endorsement-related area to complete an online professional education sequence leading to full certification. The permit is renewable annually for up to five total years. Other options continue to be available through Rule 21, including the Conditional Permit (issued for up to one year for applicants who need to meet certain statutory requirements), Local Substitute Permit, State Substitute Permit, and Temporary Certificate (180 days nonrenewable permit generally issued to allow an applicant to meet the statutory human relations requirement). Rule 10 (School Accreditation) continues to provide flexibility for the required percentages of appropriately endorsed elementary, middle grades and secondary teachers and for utilization of courses delivered via technology. Administrators are not always aware that Rule 10 also provides flexibility for schools to utilize a ‘grow your own’ model for School Counselors and School Librarians. Contact the NDE Accreditation and School Improvement staff for more information. http://www.education.ne.gov/APAC/index.html#CU

Content testing requirements represent a significant change effective September 1, 2015. At that time, in-state and out-ofstate applicants seeking placement of most first-time endorsements on a certificate will be required to present passing scores on a Praxis II content test. This requirement does not apply to individuals who already hold an endorsement on a regular certificate prior to September 1, 2015. Nebraska was one of the last states to implement a content testing requirement and, although we do not believe the ability to pass a content test is a primary indicator of teacher quality, we believe it will provide information to preparation institutions and serve as some validation of teacher content knowledge. More information about the implementation of the content testing requirement can be found at: http://www.education.ne.gov/EducatorPrep/Index.html. Endorsements placed on certificates and permits are reviewed on a rotational basis by statewide ad hoc committees and the Nebraska Council on Teacher Education (NCTE). NCTE includes State Board appointed administrators, teachers and teacher preparation representatives. The endorsement revision process is designed to assure that current national standards are reflected in endorsement preparation requirements and that the endorsements are responsive to the needs of Nebraska systems. Significant and recent changes are listed below; however, there have also been updates to names/levels of endorsements which are detailed in the September NDE Weekly Bulletins and on our website: http://www.education.ne.gov/EducatorPrep/TopPages/ RulesGuidelines.html Secondary English (new endorsement) clears 7-12 English and reading courses only. The former English endorsement will only be available to those who previously held that endorsement. All special education and early childhood endorsements have been updated over the last two years, and changes of particular note to employers are: • Special Education Supervisor—NEW administrative endorsement • Early Childhood Intervention Specialist—Birth through Prekindergarten, NEW endorsement • Behavior Intervention Specialist—Birth-Grade 12, formerly Behaviorally Disordered • Inclusion and Collaboration Specialist—PK-Grade 12, formerly Learning Disabilities • Functional Academic Skills and Independent Living Specialist—Birth-Grade 12, formerly Severe/Multiple Disabilities (continued on page 11) FALL 2015 NCSA TODAY 9

INSTRUCTIONAL PREPARATION Wanted: Qualified Teachers (continued from page 9) • Early Childhood Education will now be issued only as supplemental endorsement to Elementary Education only to those seeking this endorsement for the first time. (This change does not apply to those who previously held the endorsement.) • Early Childhood Inclusive—formerly Early Childhood Education Unified, prepares individuals to teach Birth through Grade 3, and will also include a specialization in either Birth through Kindergarten or Age 3 through Grade 3. • The Provisional Special Education Endorsement now requires an individual to have completed 6 credit hours in special education to obtain the endorsement (formerly 3 credit hours), and a required progress plan on file with NDE. (See Rule 24, Appendix B.) A sample of other NDE initiatives in support of improving the teacher pipeline: NDE conducts the Teacher Vacancy Survey in October of each school year. Administrator response to this survey is very important to allow NDE to qualify content shortage areas for state and federal forgivable loans, and for better understanding of the issues facing Nebraska schools as we work with policy makers. Nebraska’s Excellence to Teaching Act, provides forgivable loans to initial teacher preparation program candidates and those seeking advanced degrees with an expanded provision this year to include teachers who are adding endorsements. More information: http://www.education.ne.gov/EducatorPrep/ A Beginning Teacher Institute (BTI) and JumpStart were recently piloted by Career Education with positive results. The BTI reaches out to teachers who are relatively new to the profession to support them in their continuing professional growth. Consideration is being given to expanding this opportunity to all teach-

ers. JumpStart targets individuals who qualify for Career Education and Transitional Permits because of content expertise but have not completed a regular teacher preparation program. To support their work to provide quality experiences for students, this intensive experience addresses classroom management, student assessment, instructional strategies, and working with diverse student populations. Be sure to watch for evolving information about Educators Rising (formerly Future Educators Association). Educators Rising is now formally designated as a student career organization and as such will be supported by NDE to encourage the development of local chapters. Helping students identify and prepare for teaching careers prior to high school graduation can be an important opportunity to build our teacher pipeline. More information at: http://www.education.ne.gov/ FEA/Educators_Rising_Nebraska.html The new First Year Teacher Survey, designed to replace the individual surveys from each institution, will now be sent out by NDE every spring (March or April) to Nebraska public school building principals that have a new to the profession teacher(s) who graduated from a Nebraska institution. Principals are asked to complete and submit this survey to assist Nebraska teacher preparation programs in their continuous improvement efforts. Don’t forget that Teach in Nebraska continues to be a free online teacher recruitment resource. Nebraska school systems can post available positions that are available to job seekers across the nation. Users indicate they are pleased with the system’s ease of use and the applicant activity the system generates. n

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AFFILIATE LEADERSHIP

School Climate and Culture BY KYLE MCGOWAN, NASA President

McGowan

he Nebraska Department of Education has released NeSA scores. Many districts have already administered MAP tests and other baseline assessments as the new school year has begun. However, there doesn’t appear to be a lot of attention given or data collected on school climate and culture. Every school strives for a positive learning climate and a general culture within their system which supports students becoming successful. Educational authors Peter DeWitt and Todd Whitaker would say school climate has the single biggest impact on student learning. The era of “No Child Left Behind” appears to be winding down, and recent national surveys demonstrate a public frustrated with the heavy emphasis on student testing as an indicator of school effectiveness. The 47th annual Phi Delta Kappan/Gallup poll was given nationally and is listed as the longest-running survey of Americans’ views on public education. Results from the survey state that 64 percent of respondents believe there is too much emphasis on standardized testing and that test scores are not the best way to judge schools, teachers, or students. This may be a good time to revisit the value of the studentteacher relationship and the importance of school climate and culture. For the purpose of this very casual article, let’s briefly define climate and culture. Everyone knows a positive environment when they walk into “it”: People greet you, smiles are common, and folks appear to actually appreciate your presence. The slight difference between climate and culture is that climate represents more of the present. Culture is long term and can be predicted to take place regularly and throughout the organization. Todd Whitaker would make the climate/culture analogy in this manner: On a given day, the temperature may be warmer in Alaska than Tennessee; however, over the course of a year, Tennessee will have warmer weather. Obviously, an inviting climate when walking into the principal’s office and being greeted by the secretary is important. Every school administrator knows the value of having positive professionals out front and making a good first impression. Ideally, one would like all of the teachers and staff to be welcoming to both students and visitors; therefore, having a positive culture throughout the district.

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A positive school culture doesn’t happen by accident. I believe a negative school climate/culture can happen accidently by neglect. Leadership sets the tone in every good organization. Does a leader model positive attributes by how they interact with staff, students, and parents? Are interactions with these stakeholders initiated? Are they sincere and demonstrate respect? Do leaders hold others to these same standards? Here’s a litmus test: Are you “inviting” as opposed to “tolerant”? Inviting is the act of welcoming and offering assistance. Tolerance is allowing someone to be in one’s space. Inviting schools have large parent involvement. Inviting schools have students who never want to leave the building. Inviting schools have staff members who know if their students had a good meal the day before or if they didn’t get much sleep due to a late-night school activity because they actually talk to their students every day. Student performance data is absolutely necessary for continuous growth. I believe Nebraska administrators are experts at using such information to make instructional improvements. I’ve never met a colleague who didn’t review their school’s data critically and accepted the accountability to the public. However, every parent would also expect their child to go to school in a safe environment and know their loved one is valued and understood as a unique individual. There’s no need to choose between a positive school culture and good test scores. Often one begets the other. Good educators understand the importance of a positive school culture regardless of the reality of whom may or may not be interested in the information. n

NATIONAL CONVENTION DATES ASBO – October 23-26, 2015 – Grapevine, TX CASE – October 29-31, 2015 – Atlanta, GA AASA – February 11-13, 2016 – Phoenix, AZ NASSP – February 25-27, 2016 – Orlando, FL ASCD – April 2-4, 2016 – Atlanta, GA

TRENDS IN SUPERINTENDENCY

Superintendent Turnover Reverses Decline in Fall 2015 BY DR. JAMES E. OSSIAN, Wayne State College

N Ossian

ebraska superintendents, and their peers across the Nation, are expert problem solvers. Optimists among them see problems as opportunities. Those who are a bit more jaded might say that they have more opportunities than they can handle. For what it is worth, I have developed a model of sorts that I share with my students in superintendent preparation classes. First, there are three eternal truths about problems: (1) People create 80 percent of them in educational organizations; (2) Not all problems have solutions, at least in the short term; and (3) Solutions sometimes require retirement parties or moving vans. Early in my tenure as a school administrator, my approach to problem solving was to wade in and shoot from the hip. For something really perplexing, I turned to veteran colleagues. As I grew wiser and the wounds began to heal, I did develop a method for coping with vexing issues. It is generic and not all that different from what you would find in some textbooks and, of course, it assumes that you have a little time to reflect upon the situation. In urgent situations, you will still have to use experience and intuition, but I would advise you to wade in slowly and make sure there is not a live round in the chamber. • Problem identification: Is this issue just an irritant for me or does it have the potential to negatively affect the district? Will it go away if ignored or get worse? • Problem context: Does it involve people, policy, politics, material, organization, money, or combinations thereof? • Urgency: Does it have to be resolved now or is there time to collect more information? • Who else needs to be involved? • Research possible solutions, including network of colleagues who may have encountered a similar dilemma. • Decide upon a resolution strategy. • Implement. • Monitor and evaluate. Those who aspire to the superintendency and are eager to take on education-related problems should take note of workshops this fall. NCSA will host an Emerging Superintendents’ conference on October 21 in Lincoln at

the NCSA office. Also, the McPherson & Jacobson Executive Search Firm will conduct a series of online seminars in November that features tips for job searches. The New Year After two consecutive years of declining turnover rates, the numbers rebounded this fall. At the beginning of the 2015-2016 school year, there will be 41 school districts with a new executive leader, 15 more than a year ago. In all, there will be 241 individuals in the superintendent role for 245 districts, including six who will be serving as superintendents in two different districts. There were no district mergers this past year. The increase in turnover for this fall left the 37-year average at 40.6 per year. Accordingly, the 10.7 percent turnover rate from last year rose to 16.7 percent for fall 2015. The median tenure-in-position figure increased from 4.00 years to 4.15 years, and the average tenure-in-position grew from 5.17 years to 5.53. Depending upon which report one reads, estimates for average superintendent tenure across the country range from three to five years. Of the 39 individuals who left a Nebraska Superintendency last year, 23 retired, 10 moved to another in-state superintendent position, and four left the profession at least for the time being. Twenty-one of the superintendents in year one are assuming the top executive position for the first time, and 89 of 245 (36.3 percent) superintendent positions will involve three years or less tenure in the same district, including the 2015-2016 school year. The Veterans For the past 37 years the number of Nebraska superintendents with 20 or more year’s tenure in the same school district has averaged 13.9, with the high-water mark being 28 in the fall of 1991. For the past three years there were two, and there are only three to begin the 2015-2016 school year. Given the numbers in the pipeline, this figure may increase somewhat over the next few years, but it is doubtful that double-digits will be obtained again within the foreseeable future. (continued on page 14) FALL 2015 NCSA TODAY 13

TRENDS IN SUPERINTENDENCY Superintendent Turnover… (continued from page 13) The three 20-plus veterans are: Jon Cerny, 23 years at Bancroft-Rosalie; Jack Moles, 20 years at Johnson County Central; and Dan Novak, 20 years at Elmwood-Murdock. Kudos are extended to Randy Anderson who retired after serving 36 years at Crofton, including a dual stint for Hartington-Coleridge the last five years. Those who have been on the job between 15 and 19 years in the same district include: Jay Bellar, Battle Creek and Dan Bird, Burwell (18); Kevin Riley, Gretna (17); Bob Hanzlik, Stuart (16); Jeff Anderson, Fullerton; Brad Buller, Syracuse; Mike Sieh, Stanton; Mike Teahon, Gothenburg; and Ron Wymore, Pleasanton all at 15 years. The numbers for other superintendents with double-digit tenure are three with 14 years, one with 13 years, 10 with 12 years, five with 11 years, and seven with 10 years. The Super Supes The list of the state’s most experienced superintendents and service-unit directors has dwindled from five to three. These distinguished survivors are still active and have accumulated at least 25 years as a lead executive educator. Once more, please inform me if you know of any individuals who are approaching the 25year mark in total tenure as a school superintendent and/or service-unit director. Wayne Bell: Grant, Gothenburg, and ESU 10, 37 years; Dale Rawson: Benkelman, Kansas Schools, and Mead, 34 years; Gene Haddix: Juniata, Wallace, North Loup Scotia and Greeley, and Southern at Wymore, 31 years. Best wishes to these veterans and may they serve for many more years to come. Service Unit Directors This is the fifth year in which ESU administrators are being recognized in this annual article. They are an experienced and capable group of educators whose organizations provide invaluable assistance, ranging from staff development to technology, for the P-12 districts in their service areas. ESUs 18 and 19, Lincoln and Omaha respectively, function as a part of their districts’ central office administration. Steve Joel, superintendent in Lincoln, and Mark Evans, superintendent in Omaha, are the nominal ESU directors, although the job responsibilities are usually shared with other district administrators. Wayne Bell, ESU 10 in Kearney, tops the tenure list with 22 years. Other ESU directors and their years at the helm include: Jon Fisher, ESU 4 at Auburn (17); Marge Beatty, ESU 16 at Ogallala (15); Bob Uhing, ESU 1 at Wakefield (13); Dennis Radford, ESU 17 at Ainsworth (12); Dan Shoemake, ESU 6 at Milford (10); Jeff West, ESU 13 at Scottsbluff and Paul Calvert, ESU 15 at Trenton (7); Kraig Lofquist, ESU 9 at Hastings and Paul Tedesco, ESU

14 NCSA TODAY FALL 2015

11 at Holdrege (5); Brian Gegg, ESU 5 at Beatrice (4); Bill Mowinkel, ESU 8 at Neligh (3); and Ted DeTurk, ESU 2 at Fremont; Larianne Polk, ESU 7 at Columbus; and Dan Schnoes, ESU 3 in suburban Omaha (2). Women Superintendents The number of women superintendents surged ahead from 26 to 33 for the fall of 2015, which is the highest figure recorded in Nebraska for at least 65 years. Tenure leaders are Jamie Isom at Valentine and Lana Sides at Banner County, both with 12 years at the helm. Female leaders who left the superintendent ranks included Kim Lingenfelter, who moved from Neligh-Oakdale to the top job in Cherokee, Iowa; and Cinde Wendell who retired from an interim stint at Sumner-Eddyville-Miller. Women in year one of the superintendency are: Candace Conradt, Franklin (formerly at Central City); Sherrie Edmundson, Humboldt-Table Rock-Steiner; Stacy Hardy, Omaha Nation at Macy; Dawn Lewis, Arnold and Callaway; Lori Liggett, Gordon-Rushville; Lorrie Miller, McPherson County; Virginia Moon, Kearney (Interim); Alberta Moore, Ewing and Lynch (had previous superintendent experience in Nebraska); and Stephanie Petersen, Creighton. For fall 2015, 33 of 241 (13.7 percent) Nebraska superintendents are women. The number of female Nebraska school executives is gradually increasing but still short of the national average, which according to various publications ranges from 14.5 to 24 percent. Other Nebraska women in the fall 2015 group are as follows: Holly Herzberg, Hampton, Margaret Sandoz, Niobrara, Amy Shane, O’Neill, and Paula Sissel, Garden County (10 yrs.); Trudy Clark, Bruning-Davenport, Melissa Wheelock, Minden, and Dana Wiseman, Sutton (8 yrs.); Lynn Johnson, Arlington (7 yrs.); Joan Carraher, Cedar Rapids/Spalding, Amy Malander, Central Valley, Cherrie Malcolm, Homer, and Caroline Winchester, Chadron (6 yrs.); Ginger Meyer, Scribner-Snyder, Julie Otero, Centura, and Joan Reznicek, Ponca (5 yrs.); Beth Johnsen, Conestoga (4 yrs.), inadvertently omitted from the list last year; Jane Davis, Hershey, Geraldine Erickson, Keya Paha, Nicole Hardwick, Loomis, and Jami Jo Thompson, Norfolk (3 yrs.); Melissa Poloncic, Douglas County West, and Kathy Urbanek, Mitchell (2 yrs.). Looking Ahead In the past few years, I have identified two consistent trends as being the increase in women superintendents and the decrease in the number of school districts. The trend for female leaders is holding; however, school reorganization is at a standstill, proba(continued on next page)

TRENDS IN SUPERINTENDENCY Superintendent Turnoverâ&#x20AC;Ś (continued from page 14) bly because many district leaders are becoming very creative in sharing material and personnel resources. It is also apparent that the practice of the dual superintendency is losing popularity. My anecdotal conversations with board members and multiple-district executives indicated that neither party was particularly fond of the arrangement. While the number of school leaders serving more than one district over the past decade has been as high as 14, normally in the low teens, the figure now stands at six. School boards in the smaller districts are moving toward the utilization of half-time school leaders or finding superintendents who are willing to share all of the K-12 administrative responsibilities.

Nebraska educational leaders continue to have a full plate. Our stateâ&#x20AC;&#x2122;s school officials are still wrestling with mandated testing and data-reporting matters as well as evolving models for standards-based curricula and teacher evaluation. Though financial issues have improved for some districts, year-to-year predictions for budget resources remain in a state of flux. Many colleagues assist in the production of this annual report, including Dr. Craig Pease at Wayne State College and Dr. Dan Ernst, Associate Director of NCSA. n

Nebraska Public School Districts Superintendent Data, Fall 1979, 2000, 2015 Item School Districts Number of Superintendents Median Tenure in Position Average Tenure in Position Supt. with 1-Year Tenure Percent Turnover Supt. with 20+ Years Tenure Women Superintendents

1979 317 317 3.97 6.16 56 17.7 10 2

2000 275 261 3.74 6.36 52 18.9 15 8

2015 245 241 4.15 5.53 41 16.7 3 33

FALL 2015 NCSA TODAY 15

PROGRAM SPOTLIGHT

Governor Ricketts Provides Keynote for York-NCTA Ag Kick-off

overnor Pete Ricketts provided the keynote speaker on September 3rd in York as a new partnership was launched to assist career readiness and agricultural workforce training for York High School sophomores, juniors and seniors. New dual credit agricultural training programs are being offered this year by York Public Schools’ staff, the Nebraska College of Technical Agriculture (NCTA), Central Valley Ag Cooperative and Reinke Manufacturing, Inc. Combined with their classroom and laboratory training, students can gain work certification through internships. “We are extremely excited to see the amazing things our students will do with this cutting-edge opportunity,” Superintendent Mike Lucas said. The partnership with NCTA is significant to readying students for careers in two of Nebraska’s primary industries – irrigation and agricultural production. YHS students can earn NCTA certificates in diversified agriculture or as irrigation technicians, and potentially as certified agricultural chemical applicators. n

Dr. Mike Lucas, Superintendent of York Public Schools (front, right) and Governor Pete Ricketts (back, center) along with York Public Schools faculty and administration.

CALENDAR OF EVENTS OCTOBER 1-2 7-8 13 21

NACIA Fall Retreat NE Fall Ed Tech Conference Facility Directors Workshop Emerging Superintendents Workshop

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