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contents

Volume 84 I Number Three I Fall 2019

departments 9 11

Checking in A CASBO exposĂŠ Molly McGee Hewitt

In focus CASBO member profile: Marcus Wirowek

15 54 55 58

In focus CASBO associate member profile: Christy White

Bottom line Learning never stops Molly Schlange

Book club Putting soul into governing Leadership Developing a leadership image

Last words

interview 33

Tony Thurmond State Superintendent of Public Instruction shares his priorities, goals for future Julie Phillips Randles

cover story 38

Revolutionizing professional development Technology, learning science are reshaping PD Jennifer Snelling

features 18

Spotlight on security 6 ways districts are addressing site-level safety Jerry Fingal

Harnessing the power of Millennials 75 million strong, Millennials are changing work culture Jennifer Fink

California School Business / casbo.org

ABOUT CASBO The California Association of School Business Officials is the premier resource for professional development in all aspects of school business. Founded in 1928, CASBO serves more than 24,000 members by providing certifications and training, promoting business best practices, and creating opportunities for professional collaboration. CASBO members represent every facet of school business management and operations. The association offers public school leaders an entire careerâ€™s worth of growth opportunities.

publisher editor in chief communications manager features editor contributors

Molly McGee Hewitt Tatia Davenport Joyce Tribbey Julie Phillips Randles Jerry Fingal Jennifer Fink Nicole Krueger

CASBO MISSION

Jennifer Snelling

As the recognized authority in California school business, CASBO is a member-driven association

design/layout advertising art

that promotes ethical values; develops exceptional leaders; advocates for, and supports the needs

Sharon Adlis Tracy Brown

of, members; and sets the standard for excellence through top-quality professional development

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and mentorship, meaningful collaboration and communication, and unparalleled innovation.

CASBO BY DESIGN For the past 15 years, CASBO has been dedicated to

casbo officers president

the organizational planning discipline as a method for guiding the association into a successful future. This year, the association embarked on its sixth such

president-elect

plan, CASBO by Design 2.0. This living, breathing document guides the association in its long-term planning process, which is grassroots in nature,

vice president

invigorating in procedure and motivating in outcome. CASBO has long been committed to organizational

immediate past president

planning because the approach has consistently

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Molly Schlange University Preparatory School Jamie Dial Kings County Office of Education Richard De Nava San Bernardino County Superintendent of Schools Christina Aguilar Downey Unified School District

helped the association envision its future and determine the clear steps to get there. The road map that strategic planning provides has allowed CASBO to remain focused on its unique mission, goals and objectives and to respond effectively to a continually changing environment. For more information on CASBO by Design, visit casbo.org > About > CASBO by Design.

www.casbo.org California School Business (ISSN# 1935-0716) is published quarterly by the California Association of School Business Officials, 1001 K Street, 5th Floor, Sacramento, CA 95814, (916) 447-3783. Periodicals postage paid at Sacramento and at additional mailing office. Submit address changes online by logging into your account profile at casbo.org. Articles published in California School Business are edited for style, content and space prior to publication. Views expressed are those of the authors and do not necessarily represent CASBO policies or positions. Endorsement by CASBO of products and services advertised in California School Business is not implied or expressed. Copyright 2019 CASBO. All rights reserved. The contents of the publication may not be reproduced by any means, in whole or in part, without the prior written consent of the publisher. Published September 2019

6 California School Business / Fall 2019

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CHECKING IN

A CASBO exposé Well, if there was ever a title guaranteed to get your attention, I think this is it! In today’s society, the word “exposé” quickly gets our attention. That word certainly makes it sound as if something nefarious is happening. We’re exposing something right here. CASBO members are valuable members of the public education community and the education profession. We have over 23,000 members serving over three-fourths of the local education agencies in California, along with hundreds of associate members who provide services and products to schools. Yet when people think about leadership in schools, it’s usually not with school business professionals in mind. Not only is the general public unfamiliar with who we are and what we do, there are many in our own industry that don’t understand our role. In some communities, we’re an afterthought. We’re the ones recommended to be cut first in a budget crisis and the first to be criticized for costs. The truth is, you can’t operate a school district that meets the needs of our students without a professional school business community! While the iconic school jobs are superintendents, principals and teachers, none of these groups operates without a cadre of school business professionals who perform countless operations behind the scenes to make schools efficient and effective. Without solid business and financial services professionals, budgets don’t get created or administered. There are no paychecks for staff, and bills are not paid. Hundreds of state and federal forms go uncompleted. Without facilities and maintenance & operations units, schools aren’t ready for students. Without transportation divisions, students don’t make it to school, special education programs or extracurricular activities. Without technology, purchasing, human resources and risk management professionals, schools aren’t appropriately connected and outfitted with technology and resources, employees aren’t hired and trained, and students and employees are unprotected and unsupported. Take away child nutrition services and thousands of children go without at least two meals per day. Every one of these operations are administered and handled by school business professionals. It doesn’t take a gifted and talented teacher to see the value our members bring to schools! Well, we’ve had enough of working behind the scenes. It’s no longer in the best interests of our schools to keep who we are and what we do a secret. We’re in the process of exposing, and will continue to expose, the truth about our role in public education! From our newsletters, magazine, website, legislative advocacy efforts at the state and federal levels, CASBO Chronicles, upcoming career pathways programs, section and professional council events and leadership, to our upcoming podcast series on school finance (premiering in January), CASBO will be working hard to share who you are and the value you bring to the education community and the public. While I’ve always been extremely proud to serve CASBO, I’ve never understood the false modesty of some in our profession. They’re used to performing work behind the scenes and are committed to the idea that they serve students and promote public schools. I respect this humility, but it doesn’t serve us well. We need everyone to understand the amazing skills and qualifications of the school business profession. To be taken seriously in leadership circles, from the boardroom to the State Capitol, school business leaders must have clout. So, stay tuned! Our CASBO exposé is just beginning! It’s not about building the brand of our association, it’s about building the brand and influence of you, our members, and your profession. You deserve nothing less than recognition for your awesome contributions! z z z

Molly McGee Hewitt CEO & Executive Director California School Business / casbo.org

10 California School Business / Fall 2019

BOT TOM LINE

Learning never stops “ L e a r n i n g i s n o t at ta i n e d b y chance. It must be sought for with ardor and attained with diligence.” – Abigail Adams Do you remember your very first “first day of school?” Most of us have a vague recollection of that day. What we wore, our lunchboxes, our backpacks – and the excitement of what lay ahead. We started school with a sense of expectation and uncertainty. What would happen? Would our teachers be nice? Would we make friends? Now, fast forward to the first day of your senior year in high school. You were preparing for your future, couldn’t wait to be done with high school and, if you’re like most of us, were pretty sure there wasn’t much else you needed to learn! You were raring to start life regardless of whether you were ready or not. As you start the 2019-20 school year, think about what you’re feeling. Are you challenged by what lies ahead? Prepared and armed for success? Unsure of your skills and whether you have all the training and education you need? Hoping that you’ll have opportunities to learn more? Just like those other “first days,” we enter each new year of our professional lives with a combination of feelings like those from our younger days. We may be excited but uncertain. We may be challenged and a bit afraid. We may be confident and prepared. As you grow and mature, your perceptions change with your experiences and your knowledge of the real world. As school business professionals, if there’s one thing that’s certain for each of us, it’s that learning never stops!

We never know all that we need to know about everything we do. The education world keeps moving and changing, technology advances by the minute, and the populations we serve are ever evolving. What you knew yesterday may need to be updated. What you learned in college may be obsolete. And what you need to know for tomorrow is just a guess. Learning never stops for the dynamic school business professional. As president of casbo, I’m honored to serve an association that was founded and anchored on the concepts of learning, professional development, certification, mentorship and career enhancement.

As school business professionals, if there’s one thing that’s certain for each of us, it’s that learning never stops! Every casbo program, including our legislative advocacy efforts, centers around the concept of preparing our members to have the information, skills and talents they need to excel professionally. Whether you’re an entry-level employee or a chief business official, there are programs and information available to help you reach the next stage of your career. As a bonus, our programs are taught and designed by the best in our disciplines and the profession. The people who create and run our programs really are the best of the best in school business operations! “Learn” is a powerful word. When you learn something, you master a topic or a skill. You become more confident and effective. You open your world up to new possibilities, and you gain a greater

understanding and perspective. And you have the responsibility to help others learn as well. This year, I invite you to join meas we learn, inspire and lead our profession. z z z

Molly Schlange President Watch our communications to see when Molly’s Career Chronicles story will air!

California School Business / casbo.org

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IN FOCUS

Marcus Wirowek He finds labor negotiations easier than managing a classroom By Nicole Krueger

Photography by Hope Harris

Marcus Wirowek can negotiate with teachers’ unions all day long. But put a book in his hands and ask him to read to a room full of kindergarteners, and his heart starts racing. “When we do Read Across America and I go into a kindergarten or first-grade classroom to read a book, that’s my most stressful day,” says the senior director of human resources for Riverbank Unified School District. “I’m this six-foot-three person, and the kids tell me, ‘You’re huge. Why are you in a suit? I can’t see the book.’ They’re more honest than adults.” That’s not to say his job doesn’t come with a fair amount of stress. In a state where funding is tight and public labor unions remain strong, contract negotiations can be grueling. And with 80% to 90% of the district’s budget tied to personnel, a mistake in human resources can carry a heavy cost. Still, he’d rather negotiate with union leaders than attempt to manage his wife’s first-grade classroom. Working in school business wasn’t a job Wirowek initially imagined for himself. After earning his business degree from California State University, Stanislaus, he got his first

taste of human resources while helping a growing mom-and-pop company establish its human resources department. Since then, he’s worked for the local sheriff’s department, written contracts for county mental health services and served as a labor relations consultant for the University of California – all experiences he continues to draw upon in his current position as head negotiator for his district. Being married to a teacher for the past 14 years has given him some advantages at the negotiating table. Knowing the pressures educators and classified staff face, he’s able to empathize with their struggles. “We expect a lot of teachers. Not only do we expect them to teach 24 to 30-something kids, but we expect teachers to help students socially, emotionally and mentally. All of these children’s needs fall on the shoulders of one person in the classroom,” he says. Serving on CASBO’s Central Section Board of Directors and chairing the Human Resources Professional Council has also helped make Wirowek a more effective negotiator – and it has tangibly benefitted his district. Whenever the superintendent comes across a human resources- or business-related question, his

first impulse is to ask Wirowek to consult his CASBO network. “With negotiations, they can be tough. It’s easier when you can talk to other people who have gone through it or are going through it. You can pick each other’s brains to find out what worked, what didn’t work, what information to provide when, and so on,” he says. “When you come across a problem, most likely someone else somewhere has gone through the same thing and come up with a solution.” Even with CASBO at his side, stress levels on the job can run high. Training for a triathlon and taking his three kids mountain biking helps Wirowek work off some of that tension. And on days when he’s confronted with the bleaker side of public education –such as child homelessness – it helps to remember how much of a difference schools really can make. “Even when the cards are stacked against them, we could literally change their life for the better by what we’re able to offer the student,” he says. “That holds a lot of satisfaction for me, knowing that’s what I’m working toward.” z z z

California School Business / casbo.org

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IN FOCUS

Christy White

From one-room schoolhouses to big-city districts, she’s seen – and audited – everything By Nicole Krueger

Photography by Hope Harris

Some days, Christy White might get stuck in Los Angeles traffic on her way to audit a large public-school district. Others, she might board a tiny private plane, land at an airport with no runway lights and roll her suitcase down the tarmac to the only motel in town. Performing public school financial and compliance audits has taken the auditor and consultant to the farthest reaches of the state – and some of the things she’s discovered might surprise even her fellow native-born Californians. “There are places in the state where you feel like you just stepped 100 or more years into the past, where they do cattle drives and have a little one-room schoolhouse on a high desert plateau,” she says. “Juxtapose that to big city districts like those in LA. or the Bay Area, which I also love. It feels like we have five different countries in this one state. I think that’s the beauty of California.” As president of Christy White Associates, an audit and consulting firm specializing in school districts and charter back-office services, and a CASBO Premier partner, White figures she’s seen more of her home state than most. It’s one of the reasons she chose to focus her business on public

education. Growing up in a military family, with a Navy pilot for a father, she got the travel bug early on. “I’ve often thought as I was flying up and down the state how lucky I am to be a part of this,” she says. “It’s such a great career that it takes me to all these cool places.” It didn’t happen by accident. She’s spent the past 19 years assembling her team, cultivating her clientele and growing her business from a small operation in San Diego to a large firm with three offices across the state. Since her first CPA job in Northern California, where she learned how to perform district audits, she’s known she wanted to work with schools – a realization she cemented during her seven years working for School Services of California, Inc., a CASBO Strategic Alliance partner.

campus, and the kids are there. You really get to see the impact that you’re making.” She’s been a CASBO associate member for most of her career. After joining its Accounting Professional Council, she started attending the CASBO Annual Conference and is a frequent presenter. Nowadays, she brings a large chunk of her staff with her so they can learn more about school business. “Whether we’re just attending in the audience or speaking, we’re all sharing our common experiences and questions and solutions, so I look forward to that dialogue,” she says. “It’s so complex, the world we’re all working in, that to have that opportunity to get together as community through CASBO is really important.” z z z

“There’s this great purpose about education. Even though I’m not on the teaching side of things, just being on the business side of things and helping to make sure things run as smoothly as possible is very rewarding,” White says. “I spent a lot of time, particularly early on, working with very small districts in rural areas. You’re sitting there, basically in the middle of things on this small school

California School Business / casbo.org

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FEATURE

SPOTLIGHT ON SECURITY 6 ways districts are addressing site-level safety By Jerry Fingal

California School Business / casbo.org

SPOTLIGHT ON SECURITY

IMAGINE THIS: A gunshot is fired at

In this age of mass shootings and heightened attention to school security, California schools are starting at a deficit when it comes to site security.

20 California School Business / Fall 2019

a school. Within less than a second, a gunshot detector has triggered an automatic response that locks down the school, activates cameras, dials 911 and broadcasts an urgent alert. In the not-too-distant future, that’s what school security might look like. But for now, many California schools are still working on more basic security: limiting access to school grounds, funneling visitors through one entrance and having classroom doors that can be locked from the inside. “Because of our wonderful climate, many schools in California were built in an age when the neighborhood school was meant to be that centerpiece of the

neighborhood, and they were meant to be open and accessible,” says Trent Allen, communications director and safety team leader for the San Juan Unified School District, a casbo organizational subscriber. “We don’t necessarily have the closed schools like the East Coast, where you have the main door and the hallways that are internal. We have individual buildings with open spaces in between.” In this age of mass shootings and heightened attention to school security, California schools are starting at a deficit when it comes to site security. Just putting up perimeter fencing – among the first steps in school security efforts – is a big undertaking. And it’s often

met with resistance from community members who don’t like seeing schools fortified and their unfettered access diminished. But as the catalog of horrors lengthens – Newtown, Connecticut; Parkland, Florida; Santa Fe, Texas – schools everywhere feel an obligation to do whatever they can to prevent a catastrophic act of violence. California requires each school district to have a school safety plan that is reviewed every year and filed with the Department of Education. The plans address earthquakes, fires and violence, and, among recently added requirements, an assessment of the level of school crime and a plan for a tactical response to a shooting incident. But the level of physical security remains up to individual districts. A bill to require schools to conduct lockdown drills was approved by the State Senate in May and is now pending in the Assembly Appropriations Committee. On the private-sector side, school security is a big business, with u.s. sales of $2.7 billion in 2017, according to data analytics and insight provider ihs Markit. Schools have a lot of products and services to choose from, but that choice is often limited by resources. “It’s a financial hurdle,” says Eric Preston, vice president of loss control services for Keenan & Associates, an insurance provider for schools and other public entities and a casbo Premier Plus partner. “These are not-for-profit organizations. They have limited budgets … schools exist to educate children. That’s where the bulk of their money is ideally spent. So when all these other factors come into play, it puts a huge strain on districts financially and resource-wise.” Within those constraints, California schools are doing what they can to in-

crease security. Here’s a look at some recent trends:

TRAINING Fire and earthquake drills have been held in schools for generations. But with the rising specter of violence, emergency drills and training have taken on a new dimension with specific training for shootings and other violence, and with a turn toward making everyone responsible for school safety. In November 2 0 1 7 , a school secretary in Tehama County heard gunshots outside a school and immediately called for a lockdown. The shooter failed to get access to the school and subsequently unloaded a hundred rounds into the walls and windows of the school from the outside. Two children were wounded, but a massacre was averted. The secretary’s training and ability to call for a lockdown were credited with saving lives. “One of the bigger shifts has been that everybody has to be involved in developing a culture of safety,” says Judy Miller, director of risk management and environmental safety for the Perris Union High School District, also a casbo organizational subscriber. San Juan Unified’s Allen agrees. “It used to be that training would focus really on how to complete a drill. If you can do your drills, you’re probably OK.” Now, it’s about empowering people “to not rely on waiting for the voice to come over the intercom and tell you what to do. It’s about what does it mean to be the one who has to make the call to keep students safe or to keep yourself safe,” he explains. Training for staff also emphasizes situational awareness: If you see something, say something. “We want to create a culture where people are more aware,” Miller says.

Now, it’s about empowering people “to not rely on waiting for the voice to come over the intercom and tell you what to do. It’s about what does it mean to be the one who has to make the call to keep students safe or to keep yourself safe.”

California School Business / casbo.org

SPOTLIGHT ON SECURITY

For the first time this year, San Juan Unified will offer training for high school students to show them options to best determine how to keep themselves and their classmates safe.

“They’re looking for what’s abnormal. One of the examples we use in training is if it’s 110 degrees out and somebody has on a long coat, that’s abnormal. You don’t need to be a profiler.” Students want to get involved in school safety, too. “In the last two years, with many of the acts of school violence, we’ve seen our students really stand up and say we want to be a bigger part of this conversation and we want to be better trained on how to stay safe if something like this is happening,” Allen says. For the first time this year, San Juan Unified will offer training for high school students to show them options to best determine how to keep themselves and their classmates safe. “If they are ever faced with that moment, they’ll feel empowered enough to take action to keep themselves safe and each other safe,” he says.

DOOR LOCKS A 2 0 1 5 report on the Newtown, Connecticut, shooting, which killed 26 people, offered recommendations on changing school design. Foremost among the recommendations was installing doors that could be quickly locked from the inside without a key. Previously, most classroom doors had to be locked from the outside with a key. In California, school districts have been changing over to new locks as they update their security. Changing door locks is one of the top priorities recommended by Brian Erdelyi, head of Keenan & Associates’ IMReady program, which provides emergency training and assessments. Keeping classrooms locked at all times is another best practice that’s spreading. “Districts tend to push back initially, and more so teachers, because it’s an in-

22 California School Business / Fall 2019

convenience to have your door locked,” he says. “How do you accommodate kids going to the bathroom and then coming back again? “So, there are some challenges, but I think that is rippling across the entire state right now. I’m seeing more and more districts go into the locked-up policy, which is to deny access from the get-go.” Electronic door locks that can be triggered remotely are another option. “The problem is that they’re still very expensive,” Erdelyi points out. “There’s not a lot of infrastructure built in. It’s tough for districts to transition to such a system. “We’re careful about saying that you need to go out and get an electronic access-control system that’s going to cost a lot of dollars to roll out across their district when you barely have money to do the basic stuff.” At Hemet Unified School District, another c a s b o organizational subscriber, Christopher Wynn was hired in 2017 as the district’s first security director. One of his priorities was to begin installing a wireless lock system. With 28 campuses, the project is still a work in progress. The system allows schools to completely lock down immediately. Teachers can initiate a lockdown, which will also trigger announcements and calls to police and key school district personnel. “Hopefully, we’ll cut those precious seconds off the time it takes people to start responding when something bad is happening,” he says.

VISITOR-MANAGEMENT SYSTEMS During a recent security audit at Perris Unified, a retired law enforcement officer walked onto campuses to see how far she

THE RIPPLING COSTS OF SCHOOL SHOOTINGS Beyond the profound tragedy of any school shooting, there are long-term consequences for schools. A 2016 study by researchers from Louisiana State University and University of Missouri that included data from California high schools found that the aftermath of a shooting can include drops in enrollment and declines in test scores. The study showed that ninth-grade enrollment dropped by 5.8% in the year after a shooting. It also found that scores on standardized tests in math and English declined for three years afterward. Beyond the psychic costs, there are economic effects. The costs following the Columbine shootings in 1997 are estimated at $50 million. In Connecticut, just the cost of rebuilding Sandy Hook Elementary School came to $50 million. In Florida, the state has allocated $25.3 million to rebuild the facilities where shootings occurred at Marjory Stoneman Douglas High School in Parkland. After the Parkland shooting in 2018, interest in active shooter insurance surged among the state’s school districts. In the months after shootings, school districts bought $3 million in active shooter coverage, according to a report on Governing.com. In California, shootings are covered under school districts’ existing insurance, says Keenan & Associates Senior Vice President John Stephens. Still, violence comes at a price for all schools, whether it’s in rising insurance costs or prevention efforts. “It’s just a risk in the world that we live in, unfortunately,” Stephens says. And preparation can be expensive as well as a “sensitive and political” area for school districts. “No one wants to go out to the community and say, ‘Hey, by the way, your kids might not be safe,’” he says. “Everyone wants to make sure that children are going to be safe at school. At the same time, though, no one wants to believe these things happen. But the reality is that they do, and school districts have to do those preventive steps.”

California School Business / casbo.org

SPOTLIGHT ON SECURITY

could get before someone questioned her presence. “She was able to get pretty far on a couple of our campuses,” Miller says. “Honestly, it was not really surprising, but still it was an eye-opener for site administration because we have closed campuses. “If somebody doesn’t have a badge, you have the right and the responsibility to say, ‘Can I help you?’” she adds. “You

have to make sure everybody’s doing that.” Creating a single point of entry on a campus is one of the priorities Erdelyi recommends. But that’s not easy in California open-style school architecture. “That’s where a lot of districts are struggling,” he says. “It takes a lot of changing things around and modifications to be able to get that right.” Technology also is making the practice of visitors signing in and grabbing a badge a thing of the past. New systems have the capability to track who should and shouldn’t be on campus. They can draw from databases that include sex offenders and restraining orders.

SECURITY PRESENCE At Hemet Unified, part of Wynn’s overhaul of security practices was to develop a security officer program. Formerly, campus supervisors kept watch during passing times and lunch breaks, but they were not trained as security officers. Hemet Unified offered training to existing supervisors or hired new trained officers. Wynn also added two unarmed security officers who drive marked cars and can respond to schools as needed. Wynn expects to see more and higher-trained security personnel in California schools in the future. San Juan Unified recently made changes to its security force to bolster relationships between officers, students and staff. For 3 0 years, the district hired off-duty sheriff ’s deputies as security staff, and they responded to mostly criminal incidents. Last year, the district brought on seven community safety specialists whose responsibilities go beyond law enforcement. They are on the same cam-

24 California School Business / Fall 2019

puses from day to day and seek to build relationships with students and staff. “These folks are our own employees who are very focused on building relationships with the schools they are assigned to and bringing that safety focus and conversation on a regular basis,” Allen says. “It was a cost-effective way for us to really get those relationships and do the awareness-building we think we need to keep schools safe.”

SOCIAL-MEDIA MONITORING One of the common threads that stands out in efforts to profile school shooters: they have shared their plans with someone else. School districts have long operated anonymous tip lines. But in the digital age, social media is where threats or other evidence of an attack are likely to surface. In response, companies offer to scan social media traffic and report suspicious postings to school districts. Hemet Unified employs such a company and receives reports when a social media posting contains language that might indicate a threat. The district then conducts its own investigation of the posting. The service has led school leadership to intervene in two cases, both involving students threatening to harm themselves, Wynn says. “One of them was a very real suicide-type of threat, and we were able to identify that student and get them mental health support in a timely manner,” he says. Wy n n e m p h a s i z e s t h a t t h e surveillance involves tracking public social media postings and not individual, private electronic communications. Social media, Allen says, gives schools a window on how students interact and treat each other.

“The amount of information they share on social media has become a big piece that really has helped move us to being more proactive,” he says. But Erdelyi says that in some cases, social media monitoring services have not lived up to districts’ hopes. “Some of our clients have been dissatisfied because the systems aren’t really where they need to be yet. You get a lot of hits on things that aren’t necessarily high priority.”

THE SOCIAL-EMOTIONAL COMPONENT

in our community,” he notes. “I think we’re seeing good results there, and we’ll continue to see that area grow as folks recognize the importance of it from the safety aspect as well as those other areas, too.” z z z Jerry Fingal is a freelance writer based in Eugene, Oregon.

What priority level is your district assigning to school security concerns? Share your story on Facebook @CASBO.ORG!

School safety isn’t just about training and secure facilities. Much of the discussion on preventing violence focuses on school climate. In the last five years, San Juan Unified has beefed up its staff and services that attend to students’ socialemotional needs. “Not that it wasn’t important before, but we’ve really been working to make sure that we have resources in place to meet the needs of our students whether they have a mental health issue or they’re just having a rough day,” Allen says. “We want to be sure students have those relationships with a trusted adult or peers. It helps to identify some of those trigger points and warning signs ahead of time.” The district also has created campus support centers that offer a multi-tiered system of assistance for students who might be struggling emotionally or academically. “We’ve made an investment in time, energy and fiscally to bring in those social-emotional supports for students so that we have the full wraparound as far as safety is concerned,” Allen says. “It’s a huge area that certainly has safety benefits but also just overall health benefits for our students and the families

California School Business / casbo.org

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32 California School Business / Fall 2019

INTERVIEW

Tony Thurmond

State Superintendent of Public Instruction shares his priorities, goals for future By Julie Phillips Randles

But the former social worker, the son of a single mother from Panama and a military father who abandoned the family, knows how to weather tough times. Left homeless in the San Jose area at age 6 when his mother died from cancer, he and his brother grew up in Philadelphia with extended family members they had never previously met. It was a rough start by any account, but the one constant in the young man’s life was school, as his family insisted on a good education.

Photography by California Department of Education

If 2018 was a rollercoaster for Tony Thurmond, 2019 has turned out to be a rocket ride for California’s new state superintendent of public instruction. The former state assembly member for the 15th District, Thurmond waited 10 days last November for finality in an election that was too close to call – and that drama came after the most expensive education election campaign in American history, with Thurmond being outspent two-to-one.

California School Business / casbo.org

Tony Thurmond

As a result, Thurmond was the student body president while at Temple University. He then went on to earn dual master’s degrees in law and social policy and social work at Bryn Mawr College. “I ran for superintendent of public instruction to deliver to all Californians the promise that public education delivered to me – that all students, no matter their background and no matter their challenges, can succeed with a great public education,” he said after he overcame an 86,000 vote deficit to win California’s top education seat as only the state’s second African American to do so. In this first year of his term, Thurmond is wading into every aspect of the industry to provide leadership. As Oakland Unified School District teachers’ union reps and district administrators hit an impasse, Thurmond sat down at the negotiating table with a goal of getting teachers and students back in the classroom. “He’s been amazing,” Oakland Education Association (oea) bargaining team member Patricia Segura told the local

34 California School Business / Fall 2019

media. And Chaz Garcia with the oea couldn’t have agreed more. “[B]eing that it wasn’t going anywhere before and talks were ending, clearly his presence is helping.” In fact, Thurmond has taken an active role in three additional recent strikes (Los Angeles, New Haven and Sacramento City Unified School Districts) – something that’s not typical for the state superintendent. Likewise, Thurmond convened an 11-member Charter School Policy Task Force to help state legislators wrestle with charter school reform, another topic fraught with controversy in the details. His goal: find areas of agreement between both sides and do what’s best for California’s 6.2 million public school students. At press time, both sides are discussing amendments to Assembly Bill 1505. Thurmond has also launched a statewide initiative to close the achievement gap among all students, announced efforts to bring more teachers of color into the state’s education system, and rallied for the governor to sign a new budget that provides $11,993 in per-student funding in the next fiscal year.

And he’s accomplished all of that only eight months after moving into the office that oversees the nation’s largest public school system. casbo sat down with Thurmond to dive into the realities of his job and what he’s gearing up to tackle in the months ahead.

What advice can you share with CASBO members about the value of their work in public education? Keeping our local education agencies fiscally solvent and in good financial shape is crucial to the day-to-day operations of a county office, district or school. They are often the unsung heroes in the administrative office, but without them doing a thorough job of keeping finances in good shape, we couldn’t do anything else. Also, it would be great if we found ways to start recruiting and training the future chief business official (cbo) workforce, for those interested in like positions, to get them interested now to be ready for future positions.

What are your top legislative priorities in your first year as state superintendent? Closing the achievement/opportunity gap is my No. 1 priority. I have many others, but they are all threaded back to this one. Chronic absenteeism, increased support and funding for special education and early education, and equity and access for all are just a few examples. I want to make sure that all students have the opportunity to be successful and have opportunities to pathways that will set them up for a great future in either college or career. This starts with being vulnerable by identifying where the gaps are so that we aren’t missing students. EVERY student has potential, and it’s our job to make sure they know that and have the support and resources surrounding them to realize that potential. We have sponsored almost 20 pieces of legislation this year. We wanted to support legislation that brought funding to these important priority areas. It’s one thing to make them priorities, but if we don’t have permanent funding solutions to back them up, we can’t see them through.

How would you describe your relationship with Gov. Gavin Newsom? What are your top priorities for areas you’d like to work with him to address? The governor and I have a great working relationship, for which I am very thankful. We have a history of working together in our past political roles, so it has been great to transition into this role having an established relationship with him.

This year, he approved one of the highest amounts given to k-12 education, so we are very pleased with that level of support and the opportunities it provides. It’s amazing how he prioritized early education, and our team has been working closely with the governor and his team on this particular area. We look forward to continuing to work with his team, and hopefully next year, we can also focus on areas like special education and support programs having to do with mental health, social-emotional learning and helping students impacted by trauma.

Now that the Charter School Policy Task Force created by Gov. Newsom and chaired by you has released its recommendations, what do you hope to see next? We hope to see some real change in the ways that charter schools are authorized and the fiscal impact they can imply on a district. There is much room for change, and we uncovered that in the task force work, but there is a lot more work that needs to be done. I have taken it upon myself to continue this charge by continuing to work with the governor and the Legislature to ensure that we are doing what is best for kids in our promise to provide them with a high-quality education during their time in our k-12 system.

You’ve facilitated many recent discussions in districts that are experiencing budget distress and strikes. What are your recommendations to deal with these upheavals? The answer is to increase the permanent funding sources to help with these issues. I created a statewide work group to focus on

California School Business / casbo.org

Tony Thurmond

this, and I would love to have cbo s be a part of this discussion to help us identify more funding sources that can help districts stay out of distress and avoid strikes.

But California is still 41st in the nation in per-pupil spending, and we need to do more to move our cause and get us back to No. 1 because our students deserve it.

There are many divides in California public education. Parents vs. schools. Unions vs. administrations. Boards vs. superintendents. Classified vs. certificated employees. How can we work to heal these divides?

What are you most proud of so far in your role as state superintendent?

In my personal experience, communication takes care of most things. We need everyone to stand on the same side and to work on solutions together. Even if we don’t agree, we need everyone working together because everyone has an important role. For example, with my educator housing bill that I supported, I made sure that it would be available to both classified and certificated staff. The solution is only productive if it helps both of these groups of people, as they are both essential to the success of a school or district.

The California Collaborative for Educational Excellence has been controversial. Do you believe it’s addressing the needs of the Local Control Funding Formula (LCFF)? I have not experienced that, but I will say that I am appreciative of the lcff because it has enabled districts to do more at the local level and focus on equity.

36 California School Business / Fall 2019

Helping get educator housing through the budget has been something that I am very proud of. This will allow districts to have more flexibility to create housing opportunities so that certificated and classified staff can live in the communities near the schools that they work in. After long days of giving so much to ensure our students get the best educational experience, these educators are then having to commute hours each way, just to be able to afford their housing. They should be able to live and work in the same community, and the passing of this bill will increase retention of good, hard-working employees, which ultimately benefits our students. z z z Julie Phillips Randles is a freelance writer based in Roseville, California.

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Revolutionizing professional development Technology, learning science are reshaping PD

By Jennifer Snelling School business leaders are the m a c h i n e r y t h at k e e p s c h o o l s running smoothly. They make sure that students can focus on learning and that teachers can focus on bringing the best in learning science to the classroom. But what happens when school business leaders need to grow their skills

38 California School Business / Fall 2019

or work toward career advancement? To stay at the top of their game, they need access to high-quality professional development, too. Tr a d i t i o n a l l y, p r o f e s s i o n a l development has meant seminars with lectures on topics that are often remembered less fondly than the free snacks

when employees return to their offices. Not anymore. School business leaders can say goodbye to the days of â€œsit and getâ€? professional development. As educators have moved from lectures to project-based learning and integrated technology in the classroom, professional development is following

COVER STORY

suit. Instead of multi-day seminars, many organizations are covering a variety of topics in quick, convenient online lessons. Professionals can choose among a variety of subjects, finding those that are best suited for individual needs. Learning is job-embedded through the use of mentors and professional learning networks.

“The older model of p d would bring in the experts, one and done,” says Dr. Charles Smargiassi, professional development and adult learning expert with the Wilkes University School of Education, with whom casbo partners to provide certain member benefits to working adults seeking bachelor’s or master’s

degrees in school business leadership. “What we’ve come to realize is the model has no follow-through or lead to any significant change. You get inspired but go back to your work and do things the same way as before. The best practices are embedded and sustained over time.”

California School Business / casbo.org

Revolutionizing professional development

As in many areas of our lives, technology has revolutionized professional development, making it more accessible, convenient and personalized.

40 California School Business / Fall 2019

With these goals in mind, casbo is redesigning the way it does professional development. “pd is already the most valuable component of casbo’s offerings,” says Tatia Davenport, casbo’s deputy executive director & chief strategy officer. Last year, 6,000 people formally participated in c a s b o professional development, and that doesn’t include the informal mentorships and networking the association offers. Members can choose to attend eventstyle programs, such as the c a s b o Annual Conference, which includes approximately 160 intensive workshops; certification training programs; more than 45 full-day, half-day or online

workshops; and dozens of regional section-hosted sessions held throughout the year. “Our membership is driving this change. We can deploy technology and achieve personalization, as well as provide more convenience for our members,” says Davenport. “Many of these same advancements are being made in schools. This is how students are learning, so we know it works.”

Technology leading to personalization As in many areas of our lives, technology h a s re v o l u t i o n i z e d p ro f e s s i o n a l

development, making it more accessible, convenient and personalized. “Students and people today like learning in their own time, in their own way. Students prefer more engaging lessons versus a talking head at the front of the classroom. Lessons should also be more individualized,” says Lynda Weinman, founder of Lynda.com, an online subscription platform that many organizations, including school districts, have used to facilitate professional development. This past spring, Lynda.com merged with LinkedIn Learning, expanding its offerings on everything from transitioning from manager to leader, to developing your leadership philosophy, to developing credibility as a leader to LinkedIn’s 350 million users. Much like the algorithms used by Spotify and Netflix to suggest music and movies that build on our past selections, LinkedIn Learning personalizes suggestions to help professionals advance their professional pathway. Thanks to a younger generation of folks new to school business, casbo will soon offer a similar service. For example, casbo’s website will suggest professional development sessions that other people with your job title have taken. Or connect you with other people who are new to school business. Or point you to those people who want to learn about, say, the latest guidance on hiring guidelines. Much like the way that Netflix allows viewers to choose whether to spend the weekend binging a show or just 20 minutes watching one show, LinkedIn Learning and casbo allow individuals to choose the pace. For instance, if you have kids, you may be available only in the evening. If you don’t have time for a half-day, full-day or threeday conference, perhaps 10 minutes of

information will be right to help you feel prepared for the next day. Davenport calls these 10-minute sessions “knowledge nuggets” and says they are a big part of the coming change that will make professional development more convenient for everyone. This type of training is also well suited to California, a large state with lots of rural districts whose residents may find it difficult to participate in a half-day seminar several hours away. And many of us have become used to the convenience of Google, where we can quickly search for something we need to know. Members can now search for many topics this way. But that’s not to say these quick sessions will replace more in-depth, in-person training. Rather, knowledge nuggets are suited to relaying the information you need right now (for instance, if a law changes and you need to know how it affects your job tomorrow). Larger topics such as leadership training and conflict management will continue in an in-person format. c a s b o ’s primary function, says Katie Altamura, professional development specialist for certification & mentorship, is to provide members with the tools and pathways needed to enhance their careers. Members can access a diverse range of programs and workshops, including those for chief business official, director of fiscal services, director of human resources, director of transportation and school business professional certifications. Members can become eligible to earn some of these certifications through linear 12- to 15-month training programs, such as the Business Executives Leadership Program. Another fresh feature: quick connections to social media. Just finished your cbo certification? Share it on Instagram! With 250,000 photos uploaded every

Members can access a diverse range of programs and workshops, including those for chief business official, director of fiscal services, director of human resources, director of transportation and school business professional certifications.

California School Business / casbo.org

Revolutionizing professional development

hands-on applications across casbo’s offerings, in addition to the traditional instructor-led presentation. Additionally, Google Classroom allows for collaboration and knowledge sharing between presenters and participants, as well among participants. “The networking and collaboration generated by our participants is something that cannot be taught through PowerPoint or Excel presentations alone,” says Altamura. “It is a dynamic created through the eagerness to learn and the willingness to teach, which allows attendees to take away tangible skills.”

minute to Instagram and 2.5 million pieces of content shared every minute on Facebook, the social connection can be an excellent way to stay motivated by sharing badges earned on the way to a bigger goal.

Participant-led training

The best way to integrate new skills is to practice them on the job.

42 California School Business / Fall 2019

On day one of Smargiassi’s seminars for school business officials, he tells participants that he doesn’t have enough material to talk at them for two days. He expects participants to take a hard look at their work and consider whether they are leaders or managers. “The goal is to get the participants to think of themselves in a different light,” he says. “Many, if not most, attendees were so excited about what they had discovered they couldn’t wait to take those ideas back to their schools.” Professionals leading other professionals is also a part of casbo’s programming, says Davenport. Professionals currently working in the field lead most of the seminars casbo offers. Members find group activities and

Job-embedded learning The best way to integrate new skills is to practice them on the job. Malcolm Knowles in his groundbreaking work on adult education in the 1950 s and ’60 s discovered that adults remember 20% of what they hear, 40% of what they see and hear, and 80% of what they do. Handson learning is the best way to make sure what you learn becomes integrated into your job routine. One way to encourage integration is with regular reminders. Smargiassi says seminar leaders are ideally able to follow up several times throughout the year with participants. Alternatively, coaches, mentors or professional learning networks can ensure there is a place for professionals to check in, ask questions and look for advice when confronted with questions on the job. Peter DeWitt, author of “Coach It Further: Using the Art of Coaching to Improve School Leadership,” writes about Gavin, an assistant principal who becomes a principal. He realizes fairly quickly into his new position that his assistant-principal days did not

prepare him for the job of being a building leader. Gavin’s former principal often asked him to “do discipline” or handle managerial tasks. As a result, Gavin didn’t have experience going into classrooms and watching learning take place. He read about the benefits of walk-throughs on social media but so far had not had the opportunity to put them into practice. Gavin’s classes and professors had prepared him for the philosophy behind school leadership, but he had minimal practical experience. In this example, Gavin and his two assistant principals began to work with a leadership coach to help them develop trust with each other and foster collective thinking. Ultimately, reports DeWitt,

Gavin’s leadership team made substantial steps toward its goals. Like Gavin’s district, many school districts have invested in technological or instructional coaches whose purpose is to improve performance through collaboration. A comparable model may work for district business leaders. Mentorship is another model with a similar idea. An expert who has been doing the job for many years can pair up with a new employee and be a resource by offering guidance.

Hands-on learning is the best way to make sure what you learn becomes integrated into your job routine.

Professional learning networks Of course, many districts don’t have the budget for leadership coaches. This year, there is no money in the

California School Business / casbo.org

Revolutionizing professional development

state budget for classified employee professional development programs. Professional development funding is provided through the Local Control Funding Formula, so districts have to make hard choices about how to spend limited resources. The Educator Workforce Investment Grant provides $38.1 million in one-time General Fund monies to cover English language learner road map- and special education-related professional development. The 21st Century California School Leadership Academy administered by the California Department of Education and the California Collaborative for Educational Excellence is designed to provide professional learning opportunities for school ad-

44 California School Business / Fall 2019

ministrators and other schoolleaders. The guidelines for application will be available this fall. Professional learning networks provide some of the benefits of coaching or mentoring. c a s b o members have always had a strong network, but the association plans to offer enhanced mentorship services to its members via a communities section on its website. This member-only benefit will be a place to ask questions and receive advice from colleagues. “Professional development is driving our association, and it wouldn’t be possible without our members, who contribute their knowledge and experience. Likewise, our partners identify trends in the industry,” says Davenport.

“The net result is that we have a knowledgeable, competent workforce leading the business side of schools.” z z z Jennifer Snelling is a freelance writer based in Eugene, Oregon.

Brush up on your skills by registering for training with CASBO. Check out our 2019-20 Professional Development Catalog, included in this issue!

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46 California School Business / Fall 2019

FEATURE

Harnessing the power of Millennials 75 million strong, Millennials are changing work culture

By Jennifer Fink n e a r ly h a l f o f t h e u. s . w o r k f o rc e i s composed of millennials, individuals born between approximately 1980 and 1996. By 2030, three-fourths of all workers will be Millennials. Whatever your personal perception of this generation, one thing is clear: school business leaders would do well to harness their power. For years, work culture has been dominated by Baby Boomers, those born between approximately 1944 and 1964. Generation X (individuals born between 1965 and 1979) entered the workforce in the late 1980 s but didn’t drastically affect the culture, primarily because there are far fewer Gen Xers than Baby Boomers. When Millennials arrived on the work scene in the early 2000 s , many veteran employees were taken aback by what they viewed as a lack of professionalism (Tattoos? Dyed hair? In the workplace?) and a privileged attitude. At first, many employers tried to teach Millennials the way of the workforce. It didn’t work well. As a generation shaped by 9/11, Columbine, the impeachment of Bill Clinton, the fall of Enron and America’s worst recession since the Great Depression, Millennials are innately skeptical of authority; simply telling them to do something

California School Business / casbo.org

Harnessing the power of Millennials

Unlike previous generations, who primarily viewed a job as a way to earn income, this generation sees employment as a way to affect the world.

48 California School Business / Fall 2019

without explaining the reasoning behind the directive or its intent is rarely productive. Over the last three to five years, employers have begun to realize that it’s futile to expect Millennials to adopt the work habits of their Gen X and Baby Boomer counterparts. Increasingly, employers are realizing that they must proactively recognize and respond to Millennial preferences. “This is the workforce that is pushing in right now,” says Danyel Conolley, director of management consulting services for School Services of California, Inc., a casbo Strategic Alliance partner. “We can either completely reject their needs, which I don’t think is going to benefit anybody, or we can learn to accommodate them and transition these folks into their careers differently.”

What Millennials want You’re heard the stereotypes: Millennials are entitled and overparented. They aren’t loyal to their employers and lack a strong work ethic. The truth, of course, is much more complex. In many ways, Millennials aren’t that different from previous generations; what some call the narcissism of Millennials is actually just the tendency of young people to be a bit self-absorbed. Research has shown that supposed generational differences are actually much smaller than often assumed and that people’s beliefs about generations are more disruptive than any generational traits. One study, for instance, demonstrated that individuals who believe that older workers struggle to learn new technology

devoted less time and energy to teaching older people – resulting, of course, in poorer performance. However, that outcome isn’t a result of the older generation’s inability to learn; it’s the result of trainers’ stereotypical beliefs about their colleagues’ capability. Like their predecessors, Millennials want to feel valued in the workplace. They want to do a good job, and they bring with them a plethora of skills. Their priorities, though, are slightly different from those of previous generations. Millennials want:

Purpose “Millennials are looking to make a difference,” says Robyn Warren, deputy personnel director for the Los Angeles Unified School District. Unlike previous generations, who primarily viewed a job as a way to earn income, this generation sees employment as a way to affect the world. They don’t want to spend their days trapped in cubicles, doing meaningless tasks. casbo Organizational Subscriber San Bernardino City Unified School District recognizes Millennials’ desire to contribute and has adapted its recruitment approach as a result. “When we go to job fairs, we engage prospective candidates in conversations about what they’re looking for and how we as a district might help them achieve those goals,” says Marcus Funchess, the district’s human resources director. “Then we speak to them about our purpose and overall mission.” As an employer, it’s up to you to connect Millennials’ daily job responsibilities with your organization’s larger purpose. “They’re looking to be part of something bigger, so you have to integrate that into your work,” explains Keith Humphrey, vice president

of student affairs at Cal Poly San Luis Obispo. Copying papers or inserting data into a spreadsheet – two relatively rote tasks – may be part of an employee’s responsibilities, but you’ll typically get a better response if you take the time to explain why those tasks are important and how they fit into the overall project or mission. U n f o r t u n a t e l y, t h i s s t y l e o f management is not yet common, and as a result, many Millennials are less than enthusiastic about their work. According to a recent Gallup poll, just 29% of Millennials report being positively engaged at work; 16% are actively disengaged and “more or less out to do damage to their company,” according to Gallup. The majority of Millennials (55%) say they are not engaged at work. This lack of engagement is one reason why Millennials jump from job to job. Compared to previous generations, Millennials are much more likely to leave a job after just a year or so. You can increase the likelihood that a Millennial will stay – and contribute in a meaningful manner – if you take the time to help your employee understand how his or her job duties are making a positive difference. You’ll benefit as well if you give your millennial employees opportunities to make a difference. Because they’ve grown up with technology, Millennials are extremely tech-savvy. They have a deep familiarity with a variety of tech tools and are happy to use their knowledge in the workplace. Tapping into that expertise can be a win-win. “We need to allow them to bring our forms and processes into a new century,” says Kathy Espinoza, an assistant vice president at Keenan & Associates, a casbo Premier Plus partner. “They’re good at it.” That’s exactly what Los Angeles Unified is doing. Like many districts,

In many ways, Millennials aren’t that different from previous generations; what some call the narcissism of Millennials is actually just the tendency of young people to be a bit self-absorbed.

California School Business / casbo.org

Harnessing the power of Millennials

some of its processes are not yet streamlined or online. So Warren will often ask millennial employees for advice and assistance. “I’ll say, ‘I need to be able to do X, Y and Z,’ and they’ll do it for me,” Warren says. “I love working with Millennials because they bring skill sets I don’t have. We work well together because we’re both teaching each other something.”

Because this generation grew up with smartphones, they’re quick to spot inconsistencies. Do not attempt to cover a lack of knowledge with a vague, possibly true generalization.

50 California School Business / Fall 2019

That may be fine in many circumstances, but many Millennials prefer texting to email and are used to receiving responses almost immediately. “If they text you, you’ve got maybe 10 minutes to get back to them,” according to Espinoza. “That doesn’t mean you drop everything, though. If you’re in a meeting, you can reply, ‘In a meeting. I’ll get back to you at two.’ Simply acknowledge that you got their text.”

Transparency For many Millennials, “Trust is a higher priority than money,” Espinoza says. “They have to trust that whoever they’re working for has their back. They have to trust that what you say is the truth and that you will deliver on what you promise.” Because this generation grew up with smartphones, they’re quick to spot inconsistencies. Do not attempt to cover a lack of knowledge with a vague, possibly true generalization. “If senior management tries saying, ‘You should do this because six out of 10 people do,’ Millennials will be on their phones, looking it up,” Espinoza says. Better to admit what you don’t know and seek the necessary information from a reliable source. Sharing your vulnerability with millennial hires can increase trust. So can demonstrating your willingness to work. “Millennials will only give you respect if you demonstrate competency,” Espinoza says. “They are very unimpressed with initials after your name, but if they see that you’re willing to roll up your sleeves and do the job with them, you’ll gain trust.” Another way to build trust is to respond in a timely fashion – and that may require shifting your definition of “timely.” Most business professionals respond to work emails within 24 hours.

Frequent feedback Annual reviews aren’t sufficient for millennial employees. “They are interested in feedback, and they want it quickly and often,” Warren says. In fact, most expect a relatively constant stream of communication. For many Millennials, regular feedback is crucial to job satisfaction. According to Gallup, Millennials who meet their managers on a regular basis are twice as likely to be positively engaged at work than Millennials who do not receive regular feedback. So, although it may seem time consuming to meet regularly, this investment allows you to monitor skill development and project progress while also increasing employee morale. S a n B e r n a rd i n o C i t y U n i f i e d recently changed its performance evaluation process to better meet the needs of its employees. “At the beginning of every school year, management has to sit down with their individual employees,” says Funchess. “Then they go through a process of setting three goals: a personal goal, a professional goal for their department and a districtwide goal regarding how that particular employee can support the district moving forward with its vision and mission.” That process connects employees to their purpose and includes built-in

checkpoints. “Managers check to see how employees are doing with their goals and how the manager can continue to support them with resources and tools, whether it be training or sending them to workshops,” Funchess says. This investment in feedback can pay off in a big way. According to Gallup, when managers express interest in Millennials and engage them in regular conversation, organizations see a dramatic increase in innovation.

Career growth “Millennials expect promotions faster than other generations did and are a bit impatient when it comes to getting the necessary experience to move up

the ladder,” says Conolley of School Services. To some, this desire for rapid career growth looks like entitlement. However, what Millennials want – even more than lofty job titles and big salaries – is the opportunity to develop their skills. The majority of Millennials (59%) say that opportunities to learn and grow are “extremely important” to them when applying for a job, and 87% of Millennials rate “professional or career growth and development opportunities” as important to them in a job. Contrary to popular belief, Millennials don’t want to be promoted without putting in the work. They need and want employers who will help them build their skills and advance in their

What Millennials want – even more than lofty job titles and big salaries – is the opportunity to develop their skills.

California School Business / casbo.org

Harnessing the power of Millennials

also compares favorably to other similar organizations, which gives the district an advantage in recruitment and retention. “Our employees know that they can move to the next level, and they know what’s expected. It’s very important to communicate that,” Warren says. Open, clear communication helps employees advance while assuring that the district’s needs are met as well.

Flexibility

Contrary to popular belief, Millennials don’t want to be promoted without putting in the work.

52 California School Business / Fall 2019

careers. They are willing to work hard, with a goal in mind. “This is a growth mindset-focused generation,” Humphrey says. “These folks are always looking to improve upon their abilities. They are a continuouslearning generation, so they need to be challenged.” District leaders and managers should give millennial employees multiple opportunities for skill development. “Try giving them projects that allow them to learn other skill sets,” Warren advises. “For instance, we have somebody working in our classification and compensation branch who will also be doing some training.” School districts should also reconsider and, perhaps, restructure their career ladders. “At lausd, you can come in at a one-level and move up to a threelevel within the course of maybe three or four years,” Warren says. “That’s a lot of advancement relatively quickly.” It

Nearly six in 10 Millennials say that work-life balance is “very important” to them, according to Gallup. In many cases, they’ve seen the toll overwork has taken on their parents and grandparents, and they’re firmly convinced that no job is worth their health and well-being. Millennials are willing to work hard, but they also want time to play. They prioritize family and parenthood as well. If a Millennial asks to come in early so he can leave by 3:30 p.m. to make it to his daughter’s basketball game, say yes. “That matters,” Espinoza says. Helping employees find creative ways to balance work with other priorities will go a long way toward gaining employee trust and loyalty. “To a Baby Boomer, respect is recognition, their name on a plaque,” Espinoza says. “Respect to a Millennial is flexibility with time off.” z z z Jennifer Fink is a freelance writer based in Mayville, Wisconsin.

What is your district doing to engage its Millennials? Tweet us at #CASBO to share your ideas!

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Putting soul into governing Whether you work with a school board, engage in decisions before a board, serve on a board or care deeply about the future of our public schools, the real struggle isn’t how to change the world. It’s how to work hand in hand with your colleagues to move that needle at the local level.

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No one understands this dynamic better than Davis Campbell, former executive director of the California School Boards Association and now chair of the School of Education at the University of California, Davis; and Michael Fullan, Ph.D., former dean of the Ontario Institute for Studies in Education at the University of Toronto and an international authority on educational reform. In “The Governance Core: School Boards, Superintendents, and Schools Working Together,” the new 200-page book from Campbell and Fullan, the advice is sharp and practical, and it tackles the real issues standing in the way of progress: • • • • •

A governance mindset A shared moral imperative A unified, cohesive governance system A commitment to system-wide coherence A focus on continuous improvement in the district

School leadership reviewers label it a “must read” for new or veteran school leaders and board members. We recommend it for everyone who wants to dig into effective governance in complex times.

LEADERSHIP

Developing a leadership image By Molly McGee Hewitt CEO & Executive Director

Perhaps you’ve heard the career advice, “Don’t dress for the job you have, dress for the job you aspire to.” The idea is that to prepare yourself for advancement, you should embrace what that entails, including how you dress and act and the quality of your work. When it comes to employment interviews, a couple of things often happen. Some don’t make it past initial screenings, while others make it through the first round but don’t get the job, leaving them to wonder why. They may be confident in their education, training and skills, but something is eluding their progress. Where does the problem lie? Perhaps it’s a lack of leadership image. Developing a positive and professional leadership image enhances your chances for success. If your application, cover letter and resume are well-written, professionally prepared and flawless, you’re viewed as a serious contender. If they’re incomplete, outdated and hastily prepared, you’re sending the message that this is how you operate. If you haven’t taken the time to make sure your initial image is one of a competent, prepared professional, why would an employer select you? If your social media footprint is negative and reflects questionable activities, employers will wonder if you’ll fit into their culture. Remember, many employers search names and review social media as part of background checks. What does your social media say about you? Party animal, negative colleague, complainer – or someone people want to work with daily?

R e c e n t l y, a h u m a n re s o u rc e s professional shared the social media posts of a candidate with me. While insisting they were leaving their current position for advancement, their postings included negative remarks about their current employer, supervisor and coworkers. It didn’t take a reference check to see that things weren’t going well and that the potential employee was vocal and public about it!

reflected in your professional attire? Do you look the part of a person who’s prepared to be hired or promoted? Do you appear healthy, energetic and vital? Have you done your homework about the organization and the role? If you really want the job or the promotion, you must show your potential employer that you’re the right person for the job. Every year, I have the privilege of presenting at or attending the casbo-

If you haven’t kept your professional development current, what would make a new employer think you’ll make that a priority? How current are your education, training, certifications and licenses? Can you show an employer that you’re up to date on what’s happening in the world of school business? Can you demonstrate that you’re prepared? Remember, evidence is better than hyperbole. If you haven’t kept your professional development current, what would make a new employer think you’ll make that a priority? A colleague contacted c a s b o recently because their certification had expired five years ago. They were applying for a job and wanted it reinstated immediately. Unfortunately, they had to reapply and begin the process again. Professional certifications are based on training, experience, testing or even apprenticeships. A certification or license is your responsibility to keep up to date! What about your interviewing skills? Do you look like a person who’s serious and professional? Is your integrity

approved certification programs. I always look closely at the attendees, noting how they act, what they say, their attitudes, demeanors, wardrobe and participation. In every group, I can spot those who will attain their goals. They come prepared, serious and ready to do what they need to do for their careers. They take the program, homework and participation seriously. They make contacts and impress the presenters and faculty. They leave a mark on those they encounter that says, “I’m a serious contender.” Bottom line: They master the leadership image. z z z

California School Business / casbo.org

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Visit casbo.org/AC2020 56 California School Business / Fall 2019

Supplementary Retirement Plan (SRP) The PARS early retirement incentive, Supplementary Retirement Plan (SRP), offers school districts a constructive and appealing tool for reducing labor costs, restructuring your workforce, avoiding layoffs and retaining skilled employees. PARS will work with you to customize a solution that fits your district’s individual needs and objectives. To determine whether an incentive is feasible this school year, now is the time to schedule your no-cost comprehensive fiscal analysis with PARS. Other innovative solutions offered by PARS include:

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California School Business / casbo.org

L AST WORDS

”

What we must do now is enact change because that is what we do to things that fail: We change them. – Lorenzo Prado, Parkland school shooting survivor

50%

Millennials already are the largest segment in the workplace. Within the next two years, 50% of the U.S. workforce is expected to be made up of Millennials. It will be 75% by 2030. – U.S. Bureau of Labor Statistics

”

Every generation brings something new to the workplace, and Millennials are no exception. As a group, they tend to be highly educated, love to learn and grew up with the internet and digital tools in a way that can be highly useful when leveraged properly. – Kathryn Minshew

70%

In a national survey of over 400 employees spanning three generations, 70% of respondents indicated that job-related training and development opportunities influenced their decision to stay at their job. Millennials had the most significant results, with 87% citing access to professional development or career growth opportunities as very important to their decision to stay or go. – entrepreneur.com

”

Learning is not compulsory; it’s voluntary. But to survive, we must learn. – W. Edwards Deming

3 million

An estimated 3 million American children are exposed to shootings per year. Witnessing shootings – whether in schools, communities or homes – can have a devastating impact. Children exposed to violence, crime and abuse are more likely to abuse drugs and alcohol; suffer from depression, anxiety and post-traumatic stress disorder; fail or have difficulties in school; and engage in criminal activity. – everytownresearch.org Do you have an inspirational quote or interesting statistic to share with your colleagues? Send your favorites to jtribbey@casbo.org.

58 California School Business / Fall 2019

Choose a Partner Who Knows California Education Finance Piper Jaffray California Public Finance Piper Jaffray is a leader in providing financial services for California school districts and community college districts. Our team of dedicated K-14 education finance professionals has more than 150 years of combined experience and service to the education industry. •

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California School Business / casbo.org

FINANCING CALIFORNIA’S FUTURE

Let us help you achieve your financing goals. Visit www.stifel.com/institutional/public-finance or contact a member of our School Finance Group:

Stifel is the leading underwriter of California K-12 school district bonds.* We assist local districts in providing financing for facility projects and cash flow borrowing, including new construction, modernization, renovation, and technology

Northern California | San Francisco Office Bruce Kerns Managing Director (415) 364-6839 bkerns@stifel.com

Erica Gonzalez Managing Director (415) 364-6841 egonzalez@stifel.com

Roberto J. Ruiz Director (415) 364-6856 rruiz@stifel.com Southern California | Los Angeles Office Dawn Vincent Managing Director (213) 443-5006 dvincent@stifel.com

Robert Barna Managing Director (213) 443-5205 rbarna@stifel.com

improvements. Our work with California school districts includes general obligation bonds, Mello-Roos bonds, certificates of participation, leases, bridge financings, TRANs, and the refinancing or restructuring of previously issued bonds. We give back to the communities we serve by providing college scholarships to graduating high school seniors through Stifel’s annual Fabric of Society essay competition and by supporting school-related foundations and functions through the Stifel Education Program (“StEP”). * Source: Thomson Reuters SDC, by par amount and number of issues for negotiated transactions in 2017.

Stifel, Nicolaus & Company, Incorporated | Member SIPC & NYSE | www.stifel.com/publicfinance

60 California School Business / Fall 2019