A PUBLICATION OF THE NEBRASKA COUNCIL OF SCHOOL ADMINISTRATORS
BACK IN CLASS
Principal Pulls Double Duty
Winter 2022
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C ONTENTS
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Back in Class: Keya Paha County Principal Pulls Double Duty During Math Teacher Search
BY TYLER DAHLGREN
6 Leaning into Purpose with Nebraska Administrators: Dr. Jim Sutfin and Dr. Mark Adler BY TYLER DAHLGREN 9 Education is Not a Taco BY DR. LIZ STANDISH
10 Affiliate Awards
15 Research for the Real World
16 Nancy & Izzy: A Friendship 14 Years in the Making BY HANNAH MILLER 18 Catching up with the NCSA Ambassadors BY TYLER DAHLGREN 19 TACT, A Resource Free to Nebraska Educators BY TYLER DAHLGREN 22 Calendar of Events
23 Sponsorship
NCSA EXECUTIVE BOARD 2022-2023
Chair – Brad Jacobsen Vice Chair – Sara Paider Immed. Past Chair – Dr. Mark Adler NASA Representatives President – Kevin Wingard President Elect – Dr. Melissa Poloncic Past President – Dr. Jeff Edwards NASBO Representatives President – Dr. Liz Standish President Elect – Jeremy Knajdl Past President – Erin Heineman NAESP Representatives President – Erin Gonzalez President Elect – Josie Floyd Past President – Sara Paider NASES Representatives President – McKayla LaBorde President Elect – Misty Beair Past President – Lona Nelson-Milks NSASSP Representatives President – Patrick Moore President Elect – Dr. Tiffanie Welte Past President – Brad Jacobsen NCSA STAFF Dr. Michael S. Dulaney Executive Director/Lobbyist Dr. Dan E. Ernst Associate Executive Director/Lobbyist Amy Poggenklass Finance and Membership Director Megan Hillabrand Professional Development Manager Tyler Dahlgren Communications Specialist
NCSA Mission
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. 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 $50 (student members). NCSA Today is published quarterly. Send address changes to NCSA, Membership, 455 South 11th Street, Suite A, Lincoln, NE 68508. Copyright ©2019 by NCSA. All rights reserved.
Jen Sylvester Executive Administrative Assistant Brenda Petsch Administrative Assistant The opinions expressed in NCSA Today or by its authors do not necessarily reflect the positions of the Nebraska Council of School Administrators.
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E D UCA T I ON SH O R TA G E
Back in Class: Keya Paha County Principal Pulls Double Duty During Math Teacher Search By TYLER DAHLGREN, NCSA Communications Specialist Editor’s Note: The following feature was originally published on the Nebraska Public School Advantage website in late October. NPSA is an online magazine dedicated to showcasing the transformational power of public education in the State of Nebraska, partnering with Nebraska Loves Public Schools and the NCSA Ambassador Program in that mission. The near and far search for a math teacher was starting to wear on the administrative team at Keya Paha County Schools. They’d made all the calls and exhausted every option. There wasn’t a qualified candidate out there who wanted to come to the rolling Sandhills. At each dead end sat more frustration. Unfortunately, rural school districts are no strangers to this song and dance.
“So I jumped in and led the instruction for the benefit of the kids. That’s what everybody here is about, whether they’re administrators or educators. They just want to do what is best for the students.” — Luke Wroblewski Keya Paha County Principal
“I contacted multiple people I knew with math endorsements, some retired educators, too, but they didn’t want to come to rural America and teach,” said superintendent Dr. Jamie Isom. “You’re forced to try whatever you can think of to fill those positions.” Finally, in mid-May, the district received an application from the Philippines. The administration met with the applicant
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over Zoom in June and an 8,000 mile journey for Keya Paha County’s new math teacher began. Between paperwork and other logistics, an arrival date was initially unclear, as was a start date. With the first day of school fast approaching, Keya Paha County knew it was going to have to think outside of the box to fill the opening in the meantime. Their new teacher wouldn’t be arriving to the United States until a month after classes were set to start, and math subs rarely tend to stick for long stretches of time. “People are terrified to teach math,” said principal Luke Wroblewski. “Substitutes will fill in for a day, but they don’t want to instruct math. There’s a real fear of teaching the math curriculum. A lot of people don’t have confidence in doing it.” Wroblewski would know. The ninth-year principal is a former middle school math teacher, and, as most classroom teachers turned principals will attest, that itch never completely goes away. “As administrators, we’re always teachers in our hearts,” said Isom. “After you’re out of the classroom for a while, I think there’s always a piece of you that wonders if you could still do it.” After nearly a decade, Wroblewski decided he’d go ahead and find out. In small schools, everybody is used to wearing several hats. The teacher-turned-principal was adding one more to the rack. Wroblewski returned to his roots. “The option was to get a sub in there and they don’t learn anything, or I go in there and I instruct,” said Wroblewski. “So I jumped in and led the instruction for the benefit of the kids. That’s what everybody here is about, whether they’re administrators or educators. They just want to do what is best for the students.” Isom wondered at first how Wroblewski would be able to cover both roles. At Keya Paha County, the math teacher is the math department. There’s one instructor for grades 7-12. Couple that with the countless duties of a K-12 principal and you have one tall task.
E DUC A T IO N S HORTAG E Wroblewski soon proved up to the challenge. “I don’t think every principal would take that on quite so willingly,” Isom said. “In the end, it came down to doing what needed to be done to give the students quality instruction, and they’re getting that with Mr. Wroblewski.” For students, the idea of the principal presiding over math class every day was daunting at first. “We’re on our best behavior because we know he’s the principal,” said 7thgrader Zayle Stephen, who has enjoyed seeing Wroblewski in a new light. “He makes class fun. I like his dad jokes.” There wasn’t a whole lot of rust to knock off, Wroblewski said. Indeed, the dad jokes still landed like they used to. The curriculum never left him and students are still students, even if they know you possess the power to send them to, well, your office. “Kids are kids,” Wroblewski said. “They’re still going to try to get away with what they can from time to time. But we have good kids. They have good hearts. I’m fortunate enough to have relationships with each of the students, regardless if I'm in the classroom or not. That’s the benefit of being in a small district.” Some of Wroblewski’s students were surprised to see another side of their principal. “I wondered why they didn’t just have a regular math teacher at first, but he’s smarter than I thought,” junior Beau Wiebelhaus said with a laugh. The students acclimated quickly. There was no culture shock, Wroblewski said. His students knew his expectations from the hallways, and they carried over to `the classroom. They haven’t skipped a beat. “It was nice that he used to be a math teacher and that we weren’t getting random subs every day,” said 7th-grade student Zoey Snyder. “We’re all learning a lot.” Though his days in front of the class are numbered, Wroblewski feels that the venture has been resoundingly beneficial. If the last 20 months have taught him anything, it’s the importance of flexibility. “It was good for me as a principal to get back in the classroom,” he said. “You ask your teachers to implement a lot of different strategies, and this kind of forced me to get back in there and to realize that this is difficult. It helped us guide our professional development into the future and what we need to focus on.”
In her short time at Keya Paha County, Isom has found those teachers to be a devoted group, committed to their students and the community. “This district’s really lucky to have the staff that’s here,” she continued. “They want to see the schools succeed and the students succeed because they realize how important that is to the community. It’s all intertwined.”
“It was good for me as a principal to get back in the classroom. You ask your teachers to implement a lot of different strategies, and this kind of forced me to get back in there and to realize that this is difficult. It helped us guide our professional development into the future and what we need to focus on.” — Luke Wroblewski Keya Paha County Principal
That rings true most everywhere, Isom said, but especially in a place like Springview and in a school like Keya Paha County. “Everyone in the class is like family,” said Snyder. After all, families are there for each other. No matter what. Even if it means jumping back to the head of the classroom, back where it all started. Where the thrill of seeing a student earn an “A” is timeless. “You want all students to succeed, and there is a pride in that,” Wroblewski said. “You hope that you’re one of the reasons, even if it’s in a small way, that they succeed.” ■
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LE A N I N G I N TO PU R PO SE
Leaning into Purpose with Nebraska Administrators: Dr. Jim Sutfin and Dr. Mark Adler By TYLER DAHLGREN, NCSA Communications Specialist
This is the first of four installments of “Leaning into Purpose”, a series of sit-down conversations moderated by NCSA Communications Specialist Tyler Dahlgren and ESU 5 Mental Health and Wellness Director Jen McNally with a revolving guest list of Nebraska administrators from rural and metropolitan districts from across the state. We’ll jump into purpose, reflect on virtuous careers, and celebrate the administrators that make Nebraska’s schools so special. On the second floor of the Hilton in downtown Omaha, Dr. Jim Sutfin and Dr. Mark Adler take a seat with open minds and wait for the recorder to roll. Though just a sky-walk’s stroll from the State Education Conference, two of the more recognizable superintendents in SUTFIN Nebraska are gracious as always with their time, though there’s a slight possibility neither was 100-percent sure what they’d signed up for. For the first ever “Leaning into Purpose” discussion, we couldn’t have picked a more perfect pair. Their collected demeanors helped to calmly set the table for an insightful and free-flowing dive into the purpose and passion behind two impactful careers. 6
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Impactful is the word, but for anyone who knows Sutfin and Adler, that one was easy. When you hear their stories, from humble beginnings (two first-generation college students) to their first jobs in education (Adler the industrial tech teacher, Sutfin the biology teacher) to their climb up the leadership ladder, one could swap in “remarkable” and it’d more than suffice. The ironic thing about where they are now, Dr. Sutfin the superintendent of Millard Public Schools and Dr. Adler the superintendent of Ralston Public Schools, is that neither necessarily had their sights set on such positions. Not at first anyways. They got to where they are through intention. An intentional commitment to serving students the best they knew how. From Day One, that’s been the passion. And is there a greater purpose than committing every day to your passion? “Regardless of what the obstacle is for a student to overcome, I want to be there to help them overcome it so that they can live out the dreams of their life,” said Sutfin. “It’s the human capital that we invest in to see the next generation do amazing things.” Adler’s purpose runs parallel to Sutfin’s. “For me, it’s all about leaving it just a little better than I found it,” he said. So what came first; the purpose or the passion?
LE A NING INT O P URP OSE For these two, there might not be an answer to that questionnot technically, anyways-and in that perplexity lives an honestto-goodness testament to the effectiveness of their leadership. Their purpose is their passion, and vice-versa. They each have an attitude of gratitude, one that can be traced back to their roots. Adler is the son of a plumber and a bookkeeper, great parents who raised him in a loving home where they had what they needed but not always what they wanted. They didn’t go on vacations, and he’d often wonder how attending college would even be possible. Gratefulness, Adler says, ADLER leads his every day. It was engrained in him back then, when he enrolled in the Army just to pay for college. He chose teaching because he always loved school and helping others. “I thought, ‘If I could be a teacher, I get to do all those things that fuel what makes me happy, and I get paid for it,’” Adler said. He was committed in those first years to being the absolute best industrial technology teacher he could be. He loved everything about it. When he was pushed into a last-minute role coaching football, his course shifted. “I think that is what changed everything, because the contact I had with kids from eight to three-thirty was different than I had with kids from three-thirty to six,” Adler said. “The leadership side, it just started to grow.” Sutfin spoke about the struggles his family went through as a young child, and noted that it wasn’t until fourth-grade where an educator intervened and that things changed forever. “I had a guidance counselor that intervened and she changed the course of my life because she changed the course of my father’s life,” he said. “From that day forward, I took note of the fact that there was somebody that had that sort of influence, that could make that great of an impact, and I wanted to be that person.” And so that’s exactly who he became. Becoming a school administrator isn’t something Sutfin ever dreamt of, but he kept seizing opportunities and walking through open doors until one day there he was.
FAVORITE LOCAL PLACE TO EAT? Adler: I get a large iced-tea from Jimmy John's across the street from my office every afternoon. They know I’m coming! Sutfin: Shirley’s Diner WHAT HOBBIES KEEP YOU CENTERED? Adler: I love keeping my yard up and hanging out in my garage. Hunting, too. Sutfin: Working out, fishing and hunting. ONE BAND YOU CANNOT LIVE WITHOUT? Adler: Kiss and Elvis. Sutfin: Queen STRANDED ON AN ISLAND WITH BOOKS FROM ONLY ONE AUTHOR, WHO ARE YOU GOING WITH? Adler: Jon Gordon Sutfin: Mark Greaney, author of the Gray Man Series WHAT’S YOUR HIDDEN TALENT OR SECRET SKILL OUR READERS MIGHT NOT KNOW ABOUT? Adler: I do all of the grocery shopping for our family. I also love to cook. Sutfin: I love to cook. “When I became an assistant principal, I never dreamt that I would move beyond that position,” he said. “Next thing you know you’re leading a school district and getting the chance to take creative energy and pour it into other people and to help them live out their own dreams.” Schools are unique places, Sutfin continued, both workplaces for adults and where kids get their education. He sees working with each side as a privilege. He’s invested in their wellness. He wants both sides to feel seen and heard, a wish shared by all good superintendents. Dr. Sutfin and Dr. Adler each accomplish that as well as anyone, said Jen McNally, who has worked with Millard’s staff in the areas of mental health and wellness. “It’s a natural thing that comes to both of them,” McNally said. “They just know. You can’t really put a finger on it all the time. It’s not like a data system. It’s just a natural, powerful leadership that they both have to make other people feel like they’re empowered. It’s incredible.” Both superintendents still handwrite Continued on page 8 >>
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LE A N I N G I N TO PU R PO SE Leaning into Purpose with Nebraska (continued from page 7) cards and, no matter how large their staffs are, they try to familiarize themselves with the people who bring their districts to life. They swing through the cafeterias and talk with kitchen staff. They stop in the hallways and chat up the custodians. Nothing means more to Adler than seeing one of his cards hanging on a teacher’s wall two years after it was sent.
“Our communities own our schools and so we are in charge of building an environment that helps support and advocates for kids,” Sutfin said. “Even though it’s hard and it can get divisive, if you lay your head down at night saying ‘I’m doing the best I can in making these decisions best for kids’, then you’ve won the day.”
“I have about 550 employees, and I don’t probably know every one of them, but I do try to know something about all of them,” Adler said. “Relationships are what drive me. Not only with the people that work in our buildings, but with our students, too. I was crossing the parking lot the other day and a couple kids stopped their car just to say hi. That fired me up, that they felt comfortable enough to stop and say hello and that I knew who they were. I hope I always have that.”
Not only do Dr. Sutfin and Dr. Adler lean into their purpose, they live and breathe it every day. The Ralston Superintendent drove a red Dodge Ram pick-up without catching the irony that the Ralston High School mascot is a ram and their colors include red until a staff member pointed it out. The Millard Superintendent recently left it up to students to name the family’s new puppy. In fact, he had taken Millie to an appointment earlier in the day.
In the mission to help young people succeed, there’s always going to be tension. To pretend otherwise would be a disservice to those who depend on your leadership, Sutfin said. It’s not an easy job, and, seeing as schools run on taxpayer dollars, it shouldn’t be.
“It’s why they’re so powerful in their districts, in our state, and nationally,” said McNally. “They are who they are, they mean what they say, and they lead it through their actions.” ■
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A FFILIA T E LE A DERSHI P
Education is Not a Taco by Dr. LIZ Standish, NASBO President
One Saturday night after a long swim meet, I headed to Chipotle, starving and craving tacos. The dining room was dark, the drivethru lane was full, and I found a sign on the locked door that said “Due to the labor shortage, the dining room is closed. Mobile ordering only.” The drive-thru sign said STANDISH “Mobile order pick-up only.” So, I downloaded the app, placed my order, waited a few minutes, and moved into the mobile order pick-up line for my 7:00 p.m. (quickest available) pick up time. Forty minutes later I was through the line and on my way home with tacos. I was, of course, hungry and frustrated but totally fine. While I was inconvenienced, my needs were met. This example reminds me that as a society, we too will persevere through these inconveniences. Recently the following quote struck me… “A Friday note from Goldman Sachs researchers led by Jan Hatzius finds that 3.4 million of the people who left the labor force — meaning they're not working or aren't actively looking for work — are over 55. Roughly 1.5 million of them were early retirements, and 1 million were normal retirements. Those two groups of retirements 'likely won't reverse,' meaning that, out of the five million workers Goldman estimates are still missing from the labor force, about half may never return.” (https://www.businessinsider. com/labor-shortage-millions-retired-early-pandemic-notgoing-back-2021-11) I find myself wondering what the labor shortage will mean for the future of education. How will we retain our current workforce with wages rising dramatically in the private sector and how will we attract new employees out of a limited pool? How will we manage the upward pressure on wages within the context of stressed budgets? When you talk to teachers, bus drivers, custodians, nutrition service workers, and the many other staff members who are so critical to our school systems, you see their eyes light up when talking about the students they serve. The smiles
are so big you can even see them through a mask. Joy from the work we do, the feeling when a child’s eyes light up with understanding or says thank you. It’s that passion for helping others that led them into public education in the first place. However, today we find ourselves constantly tested, criticized, and called out through public assertions often based in misinformation. You do not have to look very hard to find news articles referencing controversy on multiple topics. This recent subtitle caught my attention “Schools are bearing the brunt of anger over school mask mandates, critical race theory, and library books.” (https:// districtadministration.com/fbi-tracks-threats-againstteachers-school-boards-masks-crt-vaccines/) School board meetings can be a place of controversy from time to time. The current widespread angst rising to the level of an SNL skit is something not seen before. Tearing down public education is an overwhelmingly dangerous endeavor. We need people who love working in schools. We desperately need people working in public schools to feel supported and valued, internally and externally. I fear the current political climate will weaken the pride we all feel in our roles serving students in amazing schools across the state. It will certainly test it. The pride, at least partially, comes from recognizing the contribution to the community, the contribution to a child’s well-being, and, dare I say, societal gratitude. How do we keep or, if we are honest in the midst of the most trying years of our careers, find joy? Yet another challenge we face. We are all exhausted from challenges. Locking the doors and passing tacos out of the window is not an option. One thing we have learned for sure is students need to be in school, in person, with caring adults in various roles. How do we turn down the negative and turn up the positive? If we can’t get back to where we once were, the question becomes what can we design for the future? In the short term, I challenge each of us to lead by lightening things up, giving ourselves and everyone else permission to laugh, cut ourselves some slack, have fun and spread joy! What we do at all levels in all roles is so critically important not only to students but also to our communities, the economy, and the future. ■
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AFF I LI A T E AWAR D S
NAESP Announces National Distinguished Principal From Nebraska The Nebraska Association of Elementary School Principals has elected Casey Slama as the 2021 Distinguished Principal of the Year.
SLAMA
Mr. Slama has been in education since 2001. He started out as a substitute teacher at Sidney Public Schools. From there, Casey moved onto a permanent classroom position at Gordon Elementary teaching 1st and 3rd Grade. He was then promoted to the Gordon-Rushville Rural Attendance Centers Dean of Students at Gordon-Rushville Public Schools in 2006. In 2014, Mr. Slama was hired on as the Elementary Principal at Gordon Elementary School. He has been a member of the following organizations for a number of years: Nebraska Association of Elementary School Principals (NAESP), National Association of Elementary School Principals (NAESP), Nebraska Council of School Administrators (NCSA), National Association of Secondary School Principals (NASSP), Association of Middle Level Education (AMLE), Nebraska Coaches Association (NCA), Nebraska High School Officials Association (NHSOA), and the Association of Supervision and Curriculum Development (ASCD).
Lori Liggett, Superintendent of Gordon-Rushville Public Schools, praised Mr. Slama stating, “Casey is committed to ensuring that every student feels welcomed, included, appreciated, and loved. He models and promotes positive interactions with students and staff alike. Mr. Slama establishes guidelines and rules that while keeping everyone safe, more importantly demonstrate the importance of treating everyone with respect. He makes having a positive relationship with each and every student in his building a priority.” Lynn Schott, a teacher at Gordon Elementary, states, “Under the leadership of Mr. Slama, our school system has initiated and encouraged many programs such as those suggested within the Danielson Model of Instruction, the Reading Mastery Program, the Red Ticket Behavior Management System, and more recently the early stages of the CHAMPS Classroom Management Program.” Casey’s colleague, Keri Homan, said, “Over the many years I have worked with Mr. Slama, he has demonstrated his commitment to education, his students, and his staff. He holds high expectations for all and keeps students at the focus of his work. Mr. Slama demonstrates that he believes it is his responsibility to promote not only his school, but all Nebraska Schools.” A Kindergarten teacher, Donna Johnson, commended Mr. Slama stating, “Every year, Mr. Slama has displayed great leadership by communicating with the staff and students. He has the ability to lead our staff to excel and to create a positive learning environment. He is an out-standing member of our small community.” Slama has previously held numerous leadership positions as part of the Nebraska Association of Elementary School Principals (NAESP) Region IV Principals Group as well as serving as a member on the NCSA Executive Board. He is also active in the community by serving as a board member on the Gordon American Legion Baseball organization, as well as being a youth sponsor at Grace Lutheran Church, a member of the Gordon Youth Baseball & Softball organization, an official for the Volunteer Youth Basketball program, and a baseball and softball coach. Casey Slama received his Bachelor of Arts Degree in Elementary Education from the University of Nebraska at Kearney. He also earned his Master of Arts Degree in Educational Administration from the University of Nebraska at Kearney. Congratulations to Mr. Casey Slama for his outstanding performance as an Elementary School Principal at Gordon Elementary School. He will be considered as a candidate for the National Principal of the Year award. The Nebraska Association of Elementary School Principals (NAESP) appreciates the contributions to the profession and is proud to name Casey Slama of Gordon Elementary School as the 2021 Distinguished Principal of the Year! ■
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A FFILIA T E AWARDS
NAESP Announces Outstanding New Principal of the Year The Nebraska Association of Elementary School Principals has elected Liz Stutzman as the 2021 Outstanding New Principal of the Year. Liz Stutzman has been in education since 2008. She started out as a 1st Grade teacher and 8th Grade Girls Basketball Coach with York Public Schools. In 2018, Stutzman took a position as a PK-12 Principal with Friend Public School. She has been a member of the Nebraska Association of Elementary School Principals (NAESP), National Association of Elementary School Principals (NAESP), and the Nebraska Council of School Administrators (NCSA).
STUTZMAN school district.”
Derek Anderson, Superintendent of Friend Public School, praised Stutzman stating, “Mrs. Stutzman has the knowledge and the “know-how” to develop significant, productive relationships with students, staff, and parents to get the job done. The culture of this district has greatly improved with her leadership and care. As a principal, she has always been open to new ideas and has been actively involved in planning, implementing, and evaluating new initiatives in the
Abby Brandt, a Kindergarten teacher at Friend Public School, states, “Liz has by far exceeded my expectations as a principal, boss, and leader. She is someone who demonstrates exceptional leadership and enthusiasm during every school day. She knows every student by name and always makes an effort to connect with them in some way. She created the “Pawsitive Referral” system at our school. Students can’t wait to go to her office for a positive reward and praise from her. She takes time out of her day to put on “Fun Fridays” for students where she sings, dances, and chats with them in the cafeteria. She makes a conscious effort to be at lunch every day, as a way to connect with them, and help manage the lunchroom routine. She is present before and after school to greet students and say good-bye to them at the end of the day. She makes daily observations in every classroom to see what students and teacher are learning about. Overall, her connection with the student body, from preschool to seniors in high school, is unlike any other administrator I have ever seen in my twelve years in education.” A parent, Jennifer Stroh-Stutzman, commended Mrs. Stutzman stating, “Mrs. Stutzman has added so much to our FPS culture, and in a small town, the school environment directly spills over into the entire community. She has made Friend Public School a place you are excited and proud to send your kids to every day and therefore, has made Friend, NE a place where you are proud to live!” Liz Stutzman received her Bachelor of Arts Degree from Doane College in Crete, Nebraska in 2008. In 2010, Stutzman earned her Master of Education in Curriculum and Instruction from Doane College in Crete, Nebraska. She also earned her Master of Education in Educational Leadership in 2013 from Doane College in Omaha, Nebraska. Congratulations to Mrs. Liz Stutzman for her outstanding performance as an Elementary School Principal at Friend Public School. The Nebraska Association of Elementary School Principals (NAESP) appreciates the contributions to the profession and is proud to name Liz Stutzman of Friend Public School the Outstanding New Principal of the Year! ■
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WINTER 2022 NCSA TODAY
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AFF I LI A T E AWAR D S
NSASSP Announces Outstanding New Principal of the Year The Nebraska State Association of Secondary School Principals has selected Rob Geise as the 2021 Outstanding New Principal of the Year. This award is presented annually to a Principal who has demonstrated outstanding leadership in their school, region, and at the state level. The winner will have demonstrated their enthusiasm for the Principalship by support from students, parents, teachers and peers. Mr. Geise has been in education since 1996 and started in the classroom at Louisville Public Schools as a Science instructor. He has been the 7-12 Principal at Conestoga since 2019 after serving as the Activities Director at Louisville Public Schools. Mr. Geise has been a member of the Nebraska Council of School Administrators (NCSA) for seven years and the Nebraska State Association of Secondary School Principals (NSASSP) and the National Association of Secondary School Principals (NASSP) each for three years. GEISE
Amanda Wright, Director of Student Services at Conestoga Public Schools, praised Mr. Rob Geise, noting his relationships, “Not only does he seek out staff input, he takes that input and uses it to make Conestoga Jr./Sr. High a better place. In taking time to establish relationships, he has increased teacher morale and improved the culture of Conestoga. You rarely see Mr. Geise in his office because he is typically walking through classrooms, patrolling the hallways, helping with lunch duty, and interacting with students and teachers.” Conestoga High School Instructional Coach Ms. Kyleigh Lewis commented, “Rob’s professionalism and integrity have fueled the growth mindset amongst our teachers and students at Conestoga. In his short time as principal, he has built many positive relationships with all stakeholders in the district. He values input from staff and students to create a collaborative work environment that makes everyone feel valued and heard.” A Conestoga 2021 graduate states, “From the first day that Mr. Geise stepped into his now-job, he made an impact. He brought an energy that was previously nonexistent. He quickly proved his selflessness and work ethic. I observed him taking the time to interact with kids, with a clear, genuine desire to really get to know them, proving he is more than just an enforcer. He established clubs and organizations to promote student involvement and build character.” Mr. Geise states, “I believe I contribute to the profession in the way I conduct myself, how I work with students and how I represent the profession on an everyday basis. I pride myself in having a growth mind-set and being student-centered. It takes courage to make decisions that benefit all students and to stand up for what’s right. I believe I’ve done that.” Mr. Geise received his Bachelor of Science Degree in Biology from Iowa State University and earned a Master of Science in Secondary School Administration from The University of Nebraska at Omaha. He has also received his Education Specialist Degree from Wayne State College. He was named Outstanding Administrator of the Year in 2018 by Nebraska Speech and Theatre Association (NSCTA). He served on the NSAA Representative Assembly for six years and was named the NSAA District II Activities Director of the Year in 2015. In 2020, he was named the NSASSP Region II New Principal of the Year. Congratulations to Rob Geise for his outstanding performance as a Secondary School Principal at Conestoga Public Schools. NSASSP appreciates the contributions to the profession and is proud to name Rob Geise of Conestoga Public School the 2021 New Principal of the Year! ■
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A FFILIA T E AWARDS
NSASSP Announces Assistant Principal of the Year The Nebraska State Association of Secondary School Principals has selected Anna Thoma as the 2021 Assistant Principal of the Year. This award is presented annually to a Principal who has demonstrated outstanding leadership in their school, region, and at the state level. The winner will have demonstrated their enthusiasm for the Assistant Principalship by support from students, parents, teachers and peers.
THOMA
Mrs. Thoma has been in education since 2003, where she started her career as a Spanish Teacher at Platteview Central Jr./Sr. High School. Mrs. Thoma also taught Spanish at Logan Fontenelle Middle School, part of the Bellevue Public School district. Mrs. Thoma has also served as the Dean of Students at Bellevue West High School and is currently serving as the Millard North Middle School Assistant Principal for Millard Public Schools. Anna Thoma is a member of the Nebraska Council of School Administrators (NCSA), the Nebraska State Association of Secondary School Principals (NSASSP) and the National Association of Secondary School Principals (NASSP).
Dr. Scott Ingwerson, Principal at Millard North Middle School, praised Mrs. Thoma, noting, “She understands good teaching and has the ability to coach teachers to grow and get better in their practice. Improving the quality of instruction is always one of her top goals. She has taken on the challenge of working with teachers to ensure they perform at the highest levels. Much of Millard North Middle School’s academic success and current growth is a direct result from Mrs. Thoma’s exceptional instructional leadership skills.” Millard North parent Kristin Loewe commented, “Anna makes things happen. Anna makes sure everyone is taken care of, but she does not want to make anyone feel as though they need to be embarrassed about it. She is well respected by professionals, parents, and students.” Susan Dickey, 6th Grade Resource Teacher at Millard North Middle School states, “As a professional and parent, I feel Anna is qualified for Nebraska State Assistant Principal because she is a great leader, she is a natural at building relationships, she is well organized, but above all she is a great listener and she seems to have a vision of making life better for students. She understands the importance of feeling valued and heard. She promotes ideas from students, staff, and parents.” Mrs. Anna Thoma states, “I think the most significant contribution a leader can make is serving the teachers and community you work for. It humbles me to be recognized in this way by my peers.” Mrs. Thoma received her Bachelor of Arts Degree in Secondary Education in 2003 from Augustana University and earned her Masters of Arts in Education from Augustana University in 2005. In 2011, Thoma received her Master of Science in Educational Administration and Supervision from the University of Nebraska at Omaha. She has recently received her Education Specialist degree from Doane University and is currently pursuing her Doctorate of Education from Doane University. Congratulations to Anna Thoma for her selection as the Assistant Principal of the Year for the state of Nebraska. The NSASSP appreciates her ongoing contributions to our profession and is proud to name Anna Thoma NSASSP Assistant Principal of the Year! ■
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AFF I LI A T E AWAR D S
NSASSP Announces Distinguished Service Award Recipient Heath Peters has been selected as the recipient of the Nebraska State Association of Secondary School Principals Distinguished Service Award. Heath received his undergraduate education from Mid-Plains Community College and Chadron State College where he received his Bachelor of Science in Education in 1995. He also received his Master of Science in Education in Secondary Administration from Chadron State College in 2006. Mr. Peters is currently serving as the Junior/ Senior High School Principal at Mitchell Public Schools and has been in that position since 2006. He previously taught Social Studies and Physical Education in Mitchell and started his teaching career in Hay Springs Public School. Heath Peters has been active in many professional organizations such as the Nebraska Council of School Administrators (NCSA) serving as an Executive Board Member in the role of Middle School Representative since 2017. He also belongs to the Nebraska State Association of Secondary School Principals (NSASSP) and is a member of the National Association of Secondary School Principals (NASSP). PETERS Mr. Peters has been awarded the 2011, 2014, and 2019 NSASSP Region V Principal of the Year and was the 2016 NSASSP Middle School Principal of the Year. Mr. Heath Peters states “I have lived in the Nebraska Panhandle my entire life. I have thoroughly enjoyed my career as a teacher, coach, and administrator. I consider myself a lifelong learner.” Ashley Robbins, a parent of a Mitchell student, states, “Mr. Peters encourages the students to be advocates for themselves in all aspects of their lives; academically and personally. He is often in the hallways engaging with students and taking an interest in how they are doing. By taking an active role, he shows the students he cares about them and in return they feel they can come to him with their concerns. The students know that Mr. Peters wants them to do well academically so they can achieve their dreams.” Dr. Katherine J. Urbanek, Superintendent at Mitchell Public Schools stated, “At the regional and state level, Mr. Peters has contributed by serving as the Region V President as well as the Middle School Representative in the NSASSP. He is often called by other principals for advice or suggestions. While he takes these roles very seriously and contributes to a very meaningful organization, his local role is never compromised. He is loyal to his role as a building principal, always balancing his schedule to ensure the school, staff and students’ needs are met first.” Kaiya West, Secondary Language Arts Teacher at Mitchell, noted, “The Distinguished Service Award recognizes administrators for outstanding and selfless service to improving the field of education. This perfectly describes Mr. Peters’ role as our principal. His compassion for his staff and students knows no bounds; he balances high expectations with flexibility, equity, and grace. Under his direction, teachers form positive relationships with students and families, hold regular interventions for student success, and function in well-managed classrooms.” ■
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Research for the Real World The University of Nebraska-Lincoln (UNL) Department of Educational Administration (EDAD) faculty conduct leading research and outreach related to the most pressing and complex challenges and opportunities in the education field and support students in connecting theory to practice. Below are two summaries of recent hands-on research published by UNL EDAD faculty. Contact them to learn more. Faculty members identify trends in the National Teacher and Principal Survey By Taeyeon Kim, Ph.D. and Jiangang Xia, Ph.D. Drs. Taeyeon Kim and Jiangang Xia are both faculty members in the UNL EDAD. The work of these faculty members tends to focus in P-12 education. Currently, both Drs. Kim and Xia are examining restricted data from the National Teacher and Principal Survey. This survey is a representative sample survey of K–12 schools from around the United States. Drs. Kim and Xia decided to review this data to determine national trends and patterns of accountability and its implementation. Using external and internal controls as key predictors, Kim and Xia are studying the extent to which external controls will influence decision-making at the school level. The researchers are assessing which courses and academic opportunities are available at the school level, and if resources are available for quality instruction, such as additional instruction tailored to academic or socioemotional needs. Kim and Xia are also examining teacher expertise and how engaged teachers are when it comes to their professional development. Kim plans to have preliminary findings this fall. She hopes to use these findings to help inform policymakers, and district and school leaders, to help them mediate external controls, then utilize those controls to achieve schoollevel learning equity. Dr. Taeyeon Kim joined UNL in 2020 as an assistant KIM professor. Her research is focused on how leaders’ voices and strategies intersect with school organizations and policy contexts. Most specifically,
she examines policy enactment in a school setting whereby leaders and educators interpret and transform policy. She also examines leadership development in school organizations through the application of specific learning theories. Jiangang Xia, Ph.D., is an associate professor at UNL EDAD. He teaches graduatelevel courses. His areas of focus are leadership theory, quantitative research methods, data-informed school improvement, and dissertation research. His research interests focus on PK-12 school leadership/ organization theories in XIA general and school decisionmaking power relationships, leadership distribution, and leadership processes. Jiangang Xia can be reached on Twitter @JiangangXia. NAPSL conducts research on the topic of rural superintendent turnover By Sarah J. Zuckerman, Ph.D. The newly formed Nebraska Association of Professors of School Leadership (NAPSL) is working on rural superintendent turnover as a group. This group consists of Dr. Sarah Zuckerman (UNL), Dr. Mike Teahon (University ZUKERMAN of Nebraska-Kearney), Dr. Jeanne Surface (University of Nebraska-Omaha), Dr. Ann Mausbach (Creighton University), Dr. Kay Keiser (University of Nebraska-Omaha), and Dr. Kevin Riley (University of Nebraska-Omaha). The group is in the process of developing a survey available for distribution shortly. Leading up to this, Dr. Zuckerman conducted a literature review. She presented this literature review at the University Council for Educational Administration (UCEA) in November. A brief preview of the project is listed on the next page. Continued on page 16 >>
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PR OGRA M S PO TL I G H T
Nancy & Izzy: A Friendship 14 Years in the Making Hannah Miller, TeamMates
Founded in 1991 by Nancy and Tom Osborne, TeamMates is a school-based program whose mission is to positively impact the world by inspiring youth to reach their full potential through mentoring. Mentees are in grades 3-12 and are in the program because they wish to have an additional safe, adult friend. TeamMates serves about 10,000 students across 180+ school districts in Nebraska, Iowa, Kansas, Wyoming, and South Dakota. Mentees and mentors are matched based on hobbies and interests. They meet in school during the day, once a week, through the academic year. Many matches play board games, shoot hoops, work on a project or craft, or just talk. “She always had a spark to her,” Nancy said as she remembered Izzy as a third-grader. “She loved both of her parents, and I think it was really tough for her, so that’s when I came into her life as an additional caring adult.” Izzy Nichols’ story begins at 7-years-old in Lincoln Public Schools. A sweet, young girl who deeply loved her family experienced adversity when her father passed away. “My school counselor understood that I was going through some tough things and suggested to my mom that the TeamMates program was there for kids that just needed an extra person to spend time with them and just believe in them,” Izzy explained. Izzy’s mother agreed to allow a mentor to visit Izzy while she was in school. That’s when Izzy was matched with her mentor, TeamMates co-founder, Nancy Osborne.
Izzy and Nancy continued to meet once a week through the Lincoln TeamMates program until Izzy graduated from high school. However, this is not where our story ends. “The first day we met, Nancy told me, ‘you’re going to go to college, you’re going to do this,’ and I was like ‘you’re right! I’m going to go to college’,” Izzy laughed. “I ran home and told my mom, and she was like ‘of course you are’.” This form of future-casting impacted Izzy’s life. She, like the other 72% of TeamMates mentees, felt a higher level of hope as a result of her mentor. This hope gave her the drive to work hard through school and look toward her future. Izzy went on to graduate from high school with a scholarship to the University of Nebraska-Lincoln.
Research for the Real World (continued from page 15) It is no surprise that rural superintendents wear many hats, from budgeting and public relations to driving buses. After an unprecedented year of stress on educators and leaders, the newly formed Nebraska Association of Professors of School Leadership (NAPSL) took on the problem of rural superintendent turnover in the state. The first stage of their work is a review of the research on rural superintendent turnover. The findings, to be presented on
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the national stage in November, identified various push factors. These included superintendents’ perception of being able to make a difference as an instructional leader; managerial, and especially financial, challenges; board and community conflict; and challenges in balancing personal and professional life. Strong relationships and a deep connection to place can offset these challenges and reduce superintendent churn. ■
PRO GRA M S POTL I G HT or ask to be matched with someone closer to their school or in their line of work. They meet once a month on campus or through virtual communication. “She has just always been there, even to the last moment, like my graduation day, she was there,” Izzy said. Izzy was able to graduate in four years with a degree in Marketing. She now is an account coordinator with Smith Kroeger in Omaha.
“I’d be consistent and persistent and try to make it a fun and happy time together,” Nancy said. “It’s important, like it’s important with your own child to be there when they need you.” Nancy and Izzy continued their friendship through the TeamMates+ program. 82% of TeamMates mentees who have a mentor move on to their second year of college. This beats the national persistence average of 68%. TeamMates+ mentees can choose to continue with their childhood mentor,
“Seeing Izzy as she is today, a grown woman, very capable, responsible, and very happy, it’s like your own children, what more could you want for them?” Nancy said through a smile. Though their 14-year journey through TeamMates has technically come to an end on paper, both Izzy and Nancy agree, their friendship is for life. “I think that’s one of the most significant parts about TeamMates is that you’ll never lose that person, you always know that they’ll be there. I am so thankful for everything.” Izzy said. ■
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NPSA UP D ATE
Catching up with the NCSA Ambassadors By TYLER DAHLGREN, NCSA Communication Specialist
I’m passionate about Nebraska schools and students and it was a great opportunity.” Q: What an unprecedented last 20 months. You’ve each expressed that you’re glad to be doing this work right now as opposed to the tall tasks ahead of school administrators, who navigated such uncertainty in really an admirable way. What inspired you about the way our schools stepped up and pulled us through this pandemic?
It had been awhile since we sat down with the traveling trio of NCSA Ambassadors, who are back on the road advocating for Nebraska’s public schools and sharing successes one stop at a time. They spread the good word. In fact, many stories featured on the Nebraska Public School Advantage website are discovered by the ambassadors on their travels. Our three “semi-retired” school superintendents cover the state presenting to civic groups, school boards, and district staff, and were plugged into just about any and every kind of meeting held during the pandemic. We asked Dr. Cinde Wendell, Dr. Keith Rohwer and Kyle McGowan to share some of their observations from that period of time, and to briefly reflect on the last five years of being an NCSA Ambassador. Q: The NCSA Ambassador program and Nebraska Public School Advantage just eclipsed the five-year mark. What a journey it’s been. Do you remember what drew you initially to the NCSA Ambassador program back in 2016? Cinde: “Being able to stay active in schools, to be able to be involved with what they’re doing, and the thought of advocacy was a draw for all of us. That’s what we’re all about, advocating for public schools.”
Cinde: “We are so very proud of everything our education system in Nebraska has done. They had a will to keep going and a desire to make sure there was great things happening with their students and their families.” “We cannot say enough how thankful we are for our administrators, our teachers, our students and families to keep things going like they did.” Keith: “What we saw was every conversation we were sitting in on over that time revolved around COVID. And every question answered raised another question. In the midst of that, collaboration was really key to what has happened. Collaboration between school leaders, ESU leaders, NDE, all those things helped us move forward through this time. That’s been the bright spot.” “It did not matter what size of school you were, we all faced the same challenge. That’s one thing that was unique about this. Everyone was at the table trying to answer the same questions.” Kyle: “Nebraska’s handling of the pandemic was a perfect example of why this state is so successful. It was a commonsense approach, and the first thing administrators did was ask ‘How do we keep children safe?’”
Keith: “When Mike first talked to me about this job, I had no idea what it was going to be, but the idea of advocating and promoting public schools seemed like an amazing job. It has evolved into something even greater than I had ever imagined it to be.”
"All the facts weren’t out there, but I’m sure the people reading this were having meetings daily trying to answer that question. This is where local control was so important. It looks different in a school that has 500 kids versus a school that has 50. Every educational leader met, found out facts and did what they could do to keep kids safe.”
Kyle: “When you’re a superintendent, an important part of your job is always being an ambassador. For your school, your children, and across Nebraska. When I was approached about the position, I thought that it was fantastic.
“What we learned, and what we really already knew, is that kids do better when they have a real teacher, a live person in front of them. I think Nebraska set the model for the rest of the country.” ■
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E DUC A T IO N RE SOURCE
TACT, A Resource Free to Nebraska Educators by TYLER DAHLGREN, NCSA Communication Specialist If you’ve seen one brain injury, then you’ve seen one brain injury. That’s more than a saying that’s long been circulating the neuroscience world and beyond, it’s fact. Every brain injury is uniquely its own. So it would make sense for every brain injury to come with its own path to treatment. “You can’t really have just a standard way of doing things,” said Ross Van Amburg, an occupational therapist with ESU 13 and a seven-year member of the Brain Injury Regional School Support Teams (BIRSST). “You have to meet with a student, understand their needs, and then make adjustments along the way.” Fortunately, districts in Nebraska have a resource designed to guide educators through that process available at no cost. The Teacher Acute Concussion Tool (TACT) is an online educational resource that equips teachers with differentiated instruction to students with concussions in the classroom. It’s an immediate, user-friendly and, given that Nebraska has “Return to Learn” legislation in place, a necessary resource for schools to utilize. “The reason I like the TACT is because it directly interfaces with the needs of a teacher in determining what a student with a brain injury or a concussion might need at any given time,” said Van Amburg, who was previously a lead therapist in the brain injury program at the Wyoming State Training School for Developmental Disabilities. Teachers who suspect a student may be suffering from a concussion simply log the information and observations into the TACT and then receive weekly emails individualized to their student. It’s convenient and streamlined. An entire staff can be trained on the TACT in just 20 minutes. “It gives teachers a direct resource,” Van Amburg continued. “I’m a direct resource for the schools that I go to. I get calls from families, from nurses, even from students that find me and ask questions. This would be a way to access some of that information directly, skipping over me. It’s a more immediate experience for the student to access the information from the teacher than it is from some outside source that’s going to phone in.” TACT establishes timelines, providing weekly reminders that come with a set of implications. Most students recover from
concussions by week four, and the tool gives its users an idea of where they’re at in the healing process throughout that time. “The intent was that it was supposed to be an easy, real-time tool for teachers,” said Peggy Reisher, Executive Director for the Brain Injury Alliance of Nebraska. “It’s not something that they were supposed to go and learn about six months ago and then have to try and recall that information. They just have to remember that they have this tool in their toolbox. They just need to log on and it’s going to instruct them on what they need to do.”
“You can’t really have just a standard way of doing things, you have to meet with a student, understand their needs and then make adjustments along the way.” — Ross Van Amburg Brain Injury Regional School Support Team
TACT uses technology not to cut corners but to provide access to more information, said Van Amburg. It fills the gap that currently exists between an administrator’s knowledge of what to do when a child appears concussed in class. “It gives them something immediate that they don’t have to wait for a concussion management team to decide,” he said. “They can get the ball rolling themselves by using TACT. If a concussion management team needs to change something, they can. But this just makes it faster, more immediate, and more personal.
Continued on page 21 >>
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E DUC A T IO N RE SOURCE
“TACT teacher training is benign, it’s 20 minutes, it can be done at home, and it can potentially prevent long-term issues with depression, anxiety and challenging behavior” — Dr. Ann McAvoy Get Schooled on Concussion
Van Amburg has paved a career in the field, and he’s been pleased to see brain injury awareness rise in prominence. Now, he’d like to see “Return to Learn” protocols embraced and carried out the same way “Return to Play” protocols were when BIRSST developed that legislation (Nebraska Concussion Awareness Act) in 2012. Brain injuries, of course, aren’t limited to the athletic field, and this tool was designed to help those cases. “A really good example would be kids that are in preschool or younger that have concussions,” he said. “You don’t have an athletic director available to tell you what to do with kids like that. Their brains are forming and developing, and some of the
effects of that concussion might not occur for years. We won’t know about that until it happens. When we look back and say ‘Oh, was that the concussion?’” That’s why Van Amburg sees the need for a bigger push. The BIA of Nebraska has recently been looking at juvenile justice and the intersection of brain injury. Reisher said kids within the juvenile justice system are more likely to have had a brain injury. “This is a group that comes across looking like they have behavior problems, that they’re not paying attention,” she said. “But when we’re looking at the frequency and the intensity of those brain injuries they’re having, it can begin to explain some of this stuff.” Dr. Karen McAvoy is the co-founder of Get Schooled on Concussions, and, in addition to the link between behavior and brain injury, is often asked about the intersection between mental health and brain injury. “TACT teacher training is benign, it’s 20 minutes, it can be done at home, and it can potentially prevent long-term issues with depression, anxiety and challenging behavior,” said McAvoy from her office in Colorado. “It’s basic teacher education to mitigate the issues that can happen down the road if we just take care of it now. We can prevent a case from becoming a kid who is suicidal, a kid who has severe anxiety, a kid who is inaccurately diagnosed with ADHD or has behaviors that are out of control because of a brain injury.” ■
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Legislative Advocacy and Leadership Conference Schedule
February 17-18, 2022
10:00-11:00
Cornhusker Marriott Lincoln, NE 68508
Tuesday, February 15
Special Education Legislative Prep via Zoom
Thursday, February 17
8:00-11:00 11:30 12:30 4:00 5:00
Registration, Workroom, and Appointments with Senators Lunch and Legislative Update Appreciative Inquiry and Conversations Worth Having NASES General Business Meeting Social
Friday, February 18 7:30 7:30-8:30 8:30 12:00
Conference Breakfast New NASES Member Meeting Nebraska’s Journey to Inclusion Adjourn
For more information and to register online visit: www.ncsa.org CALENDAR OF EVENTS JANUARY Jan 29 & Feb 5
Emerging Administrators – NCSA Offices - Lincoln, NE & ESU#10 - Kearny, NE
FEBRUARY February 17-18
NASES Legislative Conference – Cornhusker – Lincoln, NE
MARCH March 9
GRIT – Cornhusker Marriott – Lincoln, NE
March 23-24
Celebrating Women in Leadership – Holiday Inn – Kearney, NE
Mar. 31 & Apr. 1
NASES Spring Conference – ESU #3 – La Vista, NE
APRIL April 20-22
NASBO State Convention – Embassy Suites - Lincoln, NE
JULY July 27-29
Administrators’ Days – Younes Conf Center - Kearney, NE
*Region meeting dates can be found on the NCSA website.
NATIONAL CONVENTION DATES AASA – February 14-16, 2022 – Nashville, TN
NAESP – July 15-17, 2022 – Louisville, KY
ASCD – March 18-21, 2022 – Chicago, IL
ASBO – September 14-17, 2022 – Portland, OR
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