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The Road to Servant Leadership Where Will It Take You? Annual Awards Issue Celebrating Excellence in People and Programs in Arizona’s Public Schools


JournaL Arizona School Boards Association

winter 2010 vol. 40, no. 1

z DEPARTMENTS 3

President’s Message The Road to Servant Leadership By Debbie King, ASBA President

4

ASBA News By Tracey Benson, ASBA Journal Editor

8

Leadership Matters Leadership That Inspires: Lessons Learned From a Movie By John Gordon, ASBA Director of Leadership Development

10

Capitol View Leadership 2010: What’s In Store This Legislative Session? By Janice Palmer, ASBA Director of Governmental Relations

17

Lessons from Research The Three P’s of Tomorrow’s Schools By Michael T. Martin, ASBA Research Analyst

35

Education and the Law The Role of the School Attorney By Chris Thomas, ASBA Director of Legal Services

38

Points On Policy Establishing and Maintaining Policy Must Be a Top Priority By Jim Deaton, ASBA Director of Policy Services

41

Viewpoints Board Training in Tough Times: The Best Defense Is a Good Offense By Panfilo H. Contreras, ASBA Executive Director

FRONT COVER: “A Walk in the Park (Havasupai Nation),” Matt Brewer, Senior, Prescott High School, Prescott USD. BACK COVER: 2009 ASBA Jack Peterson Student Photography Contest Winners - 1st Place Color: “Havasu Falls,” Lauren Madden, Senior, Fountain Hills High School, Fountain Hills USD; 1st Place BW: “A Walk in the Park (Havasupai Nation),” Matt Brewer, Senior, Prescott High School, Prescott USD; 2nd Place Color: “Elusive Superstitions,” Veronica Harrison, Senior, Desert Ridge High School (Mesa), Gilbert USD; 2nd Place BW: “Windmill Sonoita,” Ron Lilman, Junior, Amphitheater High School (Tucson), Amphitheater USD; 3rd Place Color: “Frame the View,” Megan Thrall, Junior, Hamilton High School (Chandler), Chandler USD; 3rd Place BW: “Horses,” Leslie Schonhorst, Senior, Amphitheater High School (Tucson), Amphitheater USD.

z FEATURES 15

Internet Safety for Arizona Students By Terry Goddard

20

Highlights from the 52nd ASBA-ASA Annual Conference

22

Annual Awards Section 22 Lou Ella Kleinz Award of Excellence 23 All-Arizona School Board Awards 24 Total Board Award 26 Master of Boardsmanship with Cluster Awards 28 School District Superintendents 30 Golden Bell Awards Winter 2010 I ASBA Journal 1


2 ASBA Journal I Winter 2010


z PRESIDENT’S MESSAGE By Debbie King, ASBA President

The Road to Servant Leadership

I

am Debbie King, and I have the honor of serving as your ASBA president for 2010. For those of you who don’t know me, let me give you a little background. I’m an Arizonan, born and raised. I have been married to my wonderful husband, Ken, for 26 short years, and we have three great kids: Nathan, 23, Cali, 21, and Taylor James, 19. I have been serving as a member of the Vail Unified School District governing board for 10 years, and have been an elected member of the ASBA board of directors for the past four years. We all have personal experiences that help to determine who we are and what we do. My public and private school experiences as a child and my subsequent experiences as a parent of children in public school are largely responsible for my involvement in public school governance today. Suffice it to say that I totally support public education. I believe it is our one best hope for providing a bright future for our children, our state and our nation. The theme I have chosen for ASBA this year is “Servant Leadership.” It is my hope that this year, as we struggle with all that we will face, we learn to truly serve our students, our staff and our communities. You may find yourself asking,“What is servant leadership? How is it different than what I am doing?” Servant leadership is a philosophy and practice of leadership, coined and defined by Robert Greenleaf and supported by leadership and management writers such as James Autry, Stephen Covey, Kent Keith and many others. Some of you may already be great servant leaders! Mr. Greenleaf, in his classic essay, “The Servant as Leader,” described the servant-leader in this manner: “The servant-leader is servant first… It begins with the natural feeling

Unlike leadership approaches with a top-down hierarchical style, servant leadership emphasizes collaboration, trust, empathy and the ethical use of power. At heart, the individual is a servant first, making the conscious decision to lead in order to better serve others, not to increase their own power. that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions…The leader-first and the servant-first are two extreme types. The difference manifests itself in the care taken by the servant-first to make sure that other people’s highest priority needs are being served.” Unlike leadership approaches with a top-down hierarchical style, servant leadership emphasizes collaboration, trust, empathy and the ethical use of power. At heart, the individual is a servant first, making the conscious decision to lead in order to better serve others, not to increase their own power. In today’s world, this type of leadership may seem, at times, to be all

but extinct. Our state is experiencing the worst budget crisis of my lifetime and yet many of our leaders don’t seem to be looking for solutions based on what is best for the people of our state. They don’t seem to be exhibiting servant leadership. They make decisions, at least in part, based on what may be good for them in future elections or for what they perceive to be expected of them from their party. There is too little willingness to work together and too much emphasis on partisan politics. It is my hope that we, as governing board members, will learn the real meaning of servant leadership. As we journey down this difficult road, let us make our decisions with the knowledge that we have been given the responsibility to do what is best for our students, and our communities, even if that means making really difficult decisions which could negatively impact us in a future election. We must be the example for others to follow. We must remain true to our obligation. We must stay informed and educated to ensure we make good decisions. We must work together, communicate, collaborate and, at times, compromise to achieve the best results for our students. Your ASBA board of directors and staff will do our part to keep you informed and well trained. We have speakers planned for workshops, conferences and events over the next year to help us all learn to be better servant leaders, better school board members and stronger advocates for education. I hope you will join me on the road to servant leadership. I leave you with this thought: The road to service is traveled with integrity, compassion and understanding. Who better to serve in this manner than school board members? „ Winter 2010 I ASBA Journal 3


ASBA NEWS

By Tracey Benson, ASBA Journal Editor

Delegates approve ASBA Core Beliefs Delegates from ASBA member districts approved a set of seven core organizational beliefs at the ASBA annual business meeting, held Dec. 10, 2009, in conjunction with the ASBA-ASA Annual Conference. A committee comprising school board members from around the state began developing the core belief statements in Summer 2008.The committee was chaired by Debbie King, a Vail USD governing board member and current president of ASBA. ASBA believes s4HEBASICLIFENEEDSOFCHILDRENMUSTBE met for them to succeed. s-EETING THE UNIQUE EDUCATIONAL NEEDS of all students must be the foundation of our school systems. s4HE GOVERNANCE OF PUBLIC SCHOOLS MUST lie with locally elected and accountable school district governing boards. s4HE ACCOUNTABILITY FOR STUDENT SUCCESS is a shared responsibility of the students, parents, governing board, district staff and the community. s0UBLICEDUCATIONFUNDINGMUSTBEBROAD based, stable and at a level that assures all students receive an education that enables them to be successful. s3TATE AND FEDERAL MANDATES MUST BE funded. s+NOWLEDGEABLEANDPROFESSIONALLYTRAINED governing board members are fundamental for ensuring student success. 4 ASBA Journal I Winter 2010

OfďŹ cers for 2010 elected at annual business meeting Debbie King, a governing board member from the Vail Unified School District near Tucson, will lead ASBA as its president in 2010. She has served on the ASBA board of directors for the past four YEARS0RIORTOASCENDINGTOTHEPRESIDENCY SHESERVEDASPRESIDENT ELECT  SECRETARY  AND 0IMA COUNTY CO DIRECTOR FOR two years). Bob Rice, 2009 president, assumes the immediate past president post for 2010. Joining Mrs. King and Mr. Rice on the executive committee for 2010 are a new president elect, treasurer and secretary. These new officers were voted in by delegates from ASBA member districts at the ASBA annual business meeting, held Dec. 10, 2009, in conjunction with the ASBA-ASA Annual Conference. Dee .AVARRO0RESCOTT53$ FORMERLY!3"!SECRETARY TREASURER (2008) and a Yavapai county director, was elected president elect. Deb Scott (Sierra Vista USD), formerly ASBA treasurer (2009) and a Cochise county director, was elected secretary. Lamar Johnson (Casa Grande ESD) was elected treasurer.

Clockwise from top left, ASBA 2010 ofďŹ cers Lamar Johnson, treasurer; Bob Rice, immediate past president; Dee Navarro, president elect; Deb Scott, secretary; and Debbie King, president.


Three future teachers earn college scholarships Three exceptional high school seniors were presented with ASBA Jack Peterson Scholarship awards at the ASBA-ASA Annual Conference last December. Monica Streit, who attends Grand Canyon High School (Grand Canyon USD), received a $2,000 scholarship. Receiving $1,000 scholarships were Briahna Preston, who attends Antelope Union High School (Antelope Union High School District), and Jisella Rose Williams, who attends Blue Ridge High School (Blue Ridge USD). The scholarships are awarded annually to high Student scholarship winners Briahna Preston, Jisella Rose Williams and Monique Streit. school seniors who plan to pursue college degrees in teaching.

Patterson honored with Lifetime Achievement Award

recently retired after more than 30 years as a teacher, but her passion for public education remained strong. On Nov. 3, 1992, she was elected to the Chandler Unified School District Governing Board. Her four-term, 16-year tenure on that board ended in December 2008. She holds the distinction of being the district’s longest serving board member ever. According to those who nominated her for the award, in the nearly 100-year history of the Chandler school district, no governing board member has made the kind of positive impact that Charlotte has. To honor this, the district in 2008 named its newest school after her. During her board service, Charlotte was also an active leader in ASBA, serving as Maricopa County co-director, a member of the Federal Relations Network and a representative to the Arizona Interscholastic Athletic Association. She was named to the All-Arizona School Board in 2000. Charlotte’s commitment to education extends beyond the boardroom. She hosts a biweekly interview program on an educational access channel, is a contributor to local newspapers, and spearheaded the New Adventures in Learning for Seniors program for residents in a local retirement community.

Charlotte Upham Patterson, a lifelong educator and retired member of the Chandler Unified School District governing board, is the winner of the 2009 ASBA Barbara Robey Lifetime Achievement Award. The award pays tribute Charlotte Patterson to a member of Arizona’s education community who has made an outstanding contribution to public education and ASBA’s mission through servant leadership over an extended period of time. Charlotte has had a distinguished career in education that has spanned five decades. Her contributions to Arizona education began in 1990 when she and her family moved to Chandler from New York. She had

ASBA Calendar of Events

February 2010

March 2010

April 2010

15

President’s Day ASBA Office Closed

5

ASBA Spring Legal Seminar Flagstaff

10-12 NSBA Annual Conference Chicago

27

ASBA Spring Legal Seminar Tucson

20

ASBA Board of Directors Meeting Phoenix

May 2010

25-28 Celebrating Educational Opportunities for All Students Conference Phoenix

7

ASBA Legislative Committee Meeting Phoenix

31

Memorial Day ASBA Office Closed

Winter 2010 I ASBA Journal 5


6 ASBA Journal I Winter 2010


ARIZONA SCHOOL BOARDS ASSOCIATION z Officers President Debbie King President Elect Dee Navarro Secretary Deb Scott Treasurer Lamar Johnson Immediate Past President Robert Rice

z County Directors, Caucus Presidents Apache Rose Martinez Cochise Carolyn Calderon Coconino Chuck Wahler Gila Bob Cassa Graham Roberta Lopez Greenlee Mike Wearne La Paz Rudy Parker Maricopa Kevin Clayborn Maricopa Randy Schiller Mohave William Goodale Navajo Raymond Laughter Pima Jim Coulter Pima Elaine Hall Pinal Irene Patino Santa Cruz Harry Clapeck Yavapai Karen McClelland Yuma Maureen Irr Hispanic/Native American Indian Caucus David Esquivel National Hispanic Caucus Chair Cindy Matus Morriss

z Staff Executive Director Panfilo H. Contreras Director of Administrative Services Ellen White Director of Policy Services Jim Deaton Director of Legal Services Chris Thomas Director of Governmental Relations Janice Palmer Director of Leadership Development John Gordon Communications/Journal Editor Tracey Benson Education Policy Analyst Dr. Terry Rowles Education Policy Analyst Steve Highlen Governmental Relations Analyst Beth Sauer Research Analyst Michael T. Martin Leadership Development Specialist Karen Beckvar Policy Technician Renae Watson Administrative Secretary Jolene Hale Administrative Secretary Shirley Simpson Administrative Secretary Colleen Mee Administrative Secretary Elizabeth Sanchez Receptionist Kristi Johnson Publication Policy: Articles printed herein may be divergent in point of view and controversial in nature. The materials published in each issue represent the ideas or beliefs of those who write them, and not necessarily the views or policies of the Arizona School Boards Association. © 2010 by the Arizona School Boards Association. Address all correspondence to: ASBA Journal Editor 2100 N. Central Ave., Suite 200 Phoenix, AZ 85004 Phone: 602-254-1100; 1-800-238-4701 editor@azsba.org; Web site: www.azsba.org Annual subscription rate $24. Production and Design by S&L Printing & Mailing £{ÓnÊ7°Ê->˜Ê*i`ÀœÊUʈLiÀÌ]Ê<ÊÊnxÓÎÎÊUÊ{nä‡{™Ç‡nän£

Winter 2010 I ASBA Journal 7


z LEADERSHIP MATTERS

By John Gordon, ASBA Director of Leadership Development

Leadership That Inspires: Lessons Learned from a Movie

R

ecently, I had the opportunity to attend Invictus, Clint Eastwoodâ&#x20AC;&#x2122;s movie about South Africaâ&#x20AC;&#x2122;s truelife battle to win the Rugby World Cup in 1995. In the ďŹ lm, Nelson Mandela, South Africaâ&#x20AC;&#x2122;s ďŹ rst black PRESIDENT AND &RAN OIS 0IENAAR THE captain of the national rugby team, create a common rallying cause for the country as it attempts to heal from the wounds of apartheid. At its core, the movie is a look at the tremendous difference leadership can make in the lives of the people the leader is responsible to inspire. !3"! 0RESIDENT $EBBIE +ING has chosen â&#x20AC;&#x153;Servant Leadershipâ&#x20AC;? as our organizationâ&#x20AC;&#x2122;s theme for 2010. Using the movie as a stepping stone, I discovered some wonderful lessons from Nelson Mandelaâ&#x20AC;&#x2122;s leadership that can be a guide for governing board leaders (and school administrators). As you probably know, Mandela experienced 27 years as a prisoner before rising to his election as president. His years in prison, his upbringing as a tribal member, his professional life as an attorney and other personal trials contributed to his leadership style, which he described as â&#x20AC;&#x153;tactical not principled.â&#x20AC;? Additionally, as you will see, Mandelaâ&#x20AC;&#x2122;s leadership was â&#x20AC;&#x153;situational.â&#x20AC;? Although Mandela never seemed to write his â&#x20AC;&#x153;lessons in leadershipâ&#x20AC;? in any comprehensive document, they were cobbled together by Richard Stengel who worked on his book, â&#x20AC;&#x153;Long Walk to Freedom,â&#x20AC;? and was privileged to spend time recently with the 91-year-old leader. 8 ASBA Journal I Winter 2010

Courage is not the absence of fear â&#x20AC;&#x201C; itâ&#x20AC;&#x2122;s inspiring others to move beyond it. Mandela believed in the old axiom, â&#x20AC;&#x153;Donâ&#x20AC;&#x2122;t let them see you sweat.â&#x20AC;? He believed in walking tall and keeping his emotions in check during tenuous times. He knew he was a model for others, and it gave him the strength to triumph over his own fear. Lesson for board members: In times of crises, students, parents and employees watch your actions and demeanor to know they are safe and to give them hope. Lead from the front â&#x20AC;&#x201C; but donâ&#x20AC;&#x2122;t leave your base behind. Mandela kept his vision ahead of all else. As with most great leaders, his learning came from adversity. His prison experience gave him the ability to take the long view (overcome apartheid) and he always PLAYEDFORTHELONGRUN0ERSISTENCE is the key. When times were tough â&#x20AC;&#x201C; and there were many â&#x20AC;&#x201C; he stood tall in front of the class. Lesson for board members: It is important to remember that you are a role model for all in the district, and they rely on your professionalism and ethical behavior. Lead from the back â&#x20AC;&#x201C; and let others believe they are in front Frequently, Mandela related his leadership style to his youth as a herdsman of cattle, saying, â&#x20AC;&#x153;You know you can only lead them from behind.â&#x20AC;? His style was to bring his cabinet together and not speak until

all had spoken. When he spoke, he would summarize what others had said and let them rejoin the conversation until a direction had been deďŹ ned. Interestingly, Mandela did not always choose to go the direction the majority or, in the case of the rugby decision, the unanimous feeling. In the movie, against much opposition from his top assistants, he said, â&#x20AC;&#x153;There are times a leader has to decide and move forward in the best interests of the country.â&#x20AC;? Lesson for board members: As a district leader, take time to hear all the voices affected about a decision that has to be made. Even if you choose a unilateral direction, those involved will know their voice was heard. Know your enemy â&#x20AC;&#x201C; and learn about his favorite sport. Sounds like Will Rogers, when his son was asked, â&#x20AC;&#x153;Did he really mean it when he said, I never met a man I didnâ&#x20AC;&#x2122;t like?â&#x20AC;? His son replied that his Dad met many people he didnâ&#x20AC;&#x2122;t like but after he got to really know them, he liked them. During his 27 years of incarceration, Mandela studied the people who imprisoned him. He learned how they acted, reacted, their likes and dislikes, as well as their language. This knowledge became valuable when he began negotiations to change his country. This was the main theme of the movie - the understanding that if he gave up on the current structure of the rugby team, he would lose a large population of followers.


Appearances matter – and remember to smile. Morgan Freeman seemed to be “channeling” Mandela in the movie. His smile lit up the screen. Mandela learned to dress the part and use the smile when he was training to be a lawyer. The smile showed the lack of Keep your friends close – and bitterness and showed that he was a your rivals even closer. In the movie, Mandela greets happy warrior. He dressed according everyone the same regardless of their to the situation. Wearing the rugby stature or their rank. It is known that hat and shirt during the championship he would always include people he game proved he was in complete neither liked nor trusted to assist support of the team’s efforts. Lesson for board members: At board with decisions. He contacted friends as well as enemies on their birthdays, meetings, leaders are many times and he would attend their family controlled by the “tyranny of the funerals. He believed that his rivals urgent.” Remember, many people were more dangerous on their own are watching your every move, and they need the reassurance of your than within his circle of influence. Lesson for board members: As a handshake, smile and encouragement. district leader, don’t hesitate to reach out to the antagonists and the Nothing is black or white Mandela knew every problem protagonists. They must believe in public education or they wouldn’t has many causes and listened to many voices. complain as much as they do! Lesson for board members: Remember this lesson if you have a need to cut a program that keeps students in school or (even if it seems financially insignificant) it supplies a great deal of “return on investment.”

Lesson for board members: District leaders that jump to make a decision after hearing only one side of the story are in for many sleepless nights. Nothing is ever as easy or straightforward as it appears. Just because someone initially agrees with you doesn’t mean it is the right direction. Keep the district mission in mind when going through a decision making process; it will keep you on track. Quitting can be leading, too. A fellow leader once said of Mandela, “He knew his job was to set the course, not to steer the ship.” Lesson for board members: This is great advice! Leaders lead by knowing when to let go, when to choose action and when not to. It is like a sports referee; there are times a “no call” is the best call. Lessons of leadership can come from any source, even the movies. Take the time to watch Invictus; I hope it inspires you as much as it did me. „

Winter 2010 I ASBA Journal 9


z CAPITOL VIEW

By Janice Palmer, ASBA Director of Governmental Relations

Leadership 2010: Whatâ&#x20AC;&#x2122;s In Store This Legislative Session?

F

or the past several years, it has been a story of an ever shrinking state budget, a time of heightened constraints at the local level (whether it is student decline, loss of an override, etc.), and a not too optimistic outlook on the national economic situation.This ďŹ scal year, even with ďŹ ve special sessions under our belt, Arizona still faces a $1.2 billion to $1.45 billion shortfall. In ďŹ scal year 2011 we face a $2.6 billion shortfall. The answers are the same, the times more dire. Through it all, education remains the core value needed to lift us out of our economic strife, laying the foundation for our future prosperity. &ORMER 0RESIDENT (ARRY 4RUMAN said, â&#x20AC;&#x153;Men make history, and not the other way around. In periods where there is no leadership, society stands STILL0ROGRESSOCCURSWHENCOURAGEOUS skillful leaders seize the opportunity to change things for the better.â&#x20AC;? Weâ&#x20AC;&#x2122;ve used all of the gimmicks and shortterm ideas to staunch the bleeding. Itâ&#x20AC;&#x2122;s now time that Arizona will either enact comprehensive tax and revenue reform or continue making short-term decisions that will harm our long-term competitiveness. To that end, both Governor Brewer and Speaker of the House Adams have put out proposals to address these issues. The governor has put forth her plan, which is a hybrid of revenue enhancements and cuts. The speaker has put together a proposal called â&#x20AC;&#x153;Arizonaâ&#x20AC;&#x2122;s Job Recovery Act.â&#x20AC;? It would: s%STABLISH A NEW !RIZONA *OB 4RAINING0ROGRAM 10 ASBA Journal I Winter 2010

s%STABLISH the Arizona Quality *OBS 0ROGRAM AND THE !RIZONA Opportunity Fund. s%XPANDTHETYPEOFBUSINESSESTHAT qualify for Enterprise Zone tax incentives. s2EDUCE THE #LASS  BUSINESS property assessment ratios from 20 percent to 15 percent over ďŹ ve years beginning in tax year 2012. s0HASEDOWNTHESTATEEQUALIZATION property tax over three years. s$ECREASE THE CORPORATE INCOME tax rate from 6.968 percent to 4.5 percent over four years beginning in tax year 2011. s,OWER THE INDIVIDUAL INCOME TAX by 10 percent over four years beginning in tax year 2011. Then, there are the ďŹ scal year 2010 and 2011 budget proposals. Governor Brewerâ&#x20AC;&#x2122;s plan commits to keeping education funding at the ďŹ scal year 2006 funding level, per the federal maintenance of effort requirement tied to Arizonaâ&#x20AC;&#x2122;s receipt of stimulus funds. In so doing, the governor recommends $315 million in permanent education cuts, including the elimination of state-funding for full-day kindergarten (though local districts could choose to continue providing it) and the excess utility supplement. In addition, she recommends temporary reductions including a $180 million cut to soft capital, a $10 million cut in charter school additional assistance and an additional $350 million rollover (by delaying the May 2010 payment to schools until FY11).

Further, the governor looks to borrow $260 million from First Things First reserves. The governor also recommends putting to the voters the ROLLBACKOF0ROPOSITIONHEALTHCARE coverage for those up to 100 percent of the federal poverty level) as it relates TOTHEVOTERPROTECTIONACT60! 4HE Governor does NOT recommend any other suspensions as it relates to the 60! ,AST #ONGRESS IS CONSIDERING A second federal stimulus called the â&#x20AC;&#x153;Jobs for Main Street Act.â&#x20AC;? Early estimates of how that stimulus would impact Arizona show we could be eligible for $481 million to protect education jobs, along with $424 million in medical care assistance. The legislature took action on one of the governorâ&#x20AC;&#x2122;s budget priorities, voting to send a three-year, one-cent temporary sales tax to a special May 18 ballot. The sales tax, if passed, would be in effect until May 18, 2013. The Joint Legislative Budget Committee (JLBC) has provided legislators with $2.34 billion in options from which they might choose to address the current FY10 budget shortfall, which JLBC estimates is $1.45 billion. Those options for K-12 education include sMILLIONINDISTRICTLUMPSUM reduction (just under 1 percent). s MILLION IN DISTRICT BALANCES rollover (this seems to be similar to the fund balance sweeps experienced last year). s!MILLIONCUTTOSOFTCAPITAL (this would eliminate all soft capital funding for FY10).


s!  PERCENT SWEEP OF 6OTER 0ROTECTION !CT ITEMS INCLUDING 0ROPOSITIONDOLLARSEARMARKED for education. To address the ďŹ scal year 2011 shortfall, which it estimates at $2.59 billion, JLBC has provided $6.12 billion in options. For K-12 education they include s MILLION IN DISTRICT LUMP sum reduction (approximately 2 percent). s!  MILLION CUT ACHIEVED BY reducing the school year from 180 to 175 days. s MILLION IN #AREER ,ADDER phase-out. s MILLION CUT IN 4EACHER Experience Index (TEI) phase out. s!MILLIONCUTBYMOVINGTO current-year funding. sMILLIONINELIMINATINGSTATE funding for full-day kindergarten. s!  MILLION CUT TO SOFT CAPITAL funding.

s.O FUNDING FOR BUILDING RENEWAL or new school construction. s!MILLIONLUMPSUMREDUCTION to the Arizona Department of Education. s6OTER 0ROTECTION !CT ISSUES WHICH WOULD INCLUDE 0ROPOSITION 301, such as a 15 percent cut to spending and a 50 percent cut to fund balances. The positive news is that we are prepared for these tough decisions. We have provided numerous trainings and hundreds of updates on the stateâ&#x20AC;&#x2122;s ďŹ scal position and budget scenarios. Weâ&#x20AC;&#x2122;ve put a heightened emphasis on advocacy efforts: training you to build strong, local coalitions; creating personal advocacy plans; and facilitating capital visits. Weâ&#x20AC;&#x2122;re conďŹ dent that you, the leaders in the local community, are engaging your community members, staff and parents in discussions on budget scenarios and sharing information on what it will

take to balance your budget â&#x20AC;&#x201C; and how you will work to do so without losing sight of your districtâ&#x20AC;&#x2122;s vision for students. Our stateâ&#x20AC;&#x2122;s future and our childrenâ&#x20AC;&#x2122;s future depend on us making the right decisions in the face of adversity. Whether it is ďŹ ghting at the state level to keep full-day kindergarten a statesupported program or a more fair and stable tax and revenue structure, you must continue your advocacy efforts. Whether it is ensuring your local class sizes stay smaller or keeping extracurricular activities that youngsters love in spite of a tight budget, you must continue your efforts. Former 0RESIDENT2ONALD2EAGANKNEWTHAThA leader, once convinced that a particular course of action is the right one, must be undaunted when the going gets tough.â&#x20AC;? Our budget situation is dire; our students are our responsibility and hope for the future. Fight on. Â&#x201E;

Winter 2010 I ASBA Journal 11


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Winter 2010 I ASBA Journal 13


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Internet Safety for Arizona Students By Terry Goddard

A

rizona’s school board members are on the front lines protecting children from dangers posed by sexual predators and scammers using the Internet to find their victims. While parents have primary responsibility for keeping their children safe online, it’s a challenging task, given the high number of hours most kids spend on the Internet each week. The efforts of teachers, administrators and school board members to make students more aware of the risks, and more alert to warning signs, are also critically important. The amount of time young people spend on their computers continues to increase. A new national survey by the Kaiser Family Foundation on the media habits of children eight to 18 found that they spend an average of seven hours and 53 minutes each day using a computer, watching television and playing video games. As I have traveled around the state visiting more than 100 schools to promote Internet safety, I’m regularly impressed by how large a role technology is playing in the social lives of students.The majority have pages on MySpace and Facebook and use cell phones to send scores of text messages to their friends. They travel into distant corners of cyberspace and are not always prepared for what may be waiting for them there. Last year, I was delighted to help launch Web Wise Kids in Arizona. Thanks to the support of the Entertainment Software Association and Web Wise Kids, 50 schools and the Arizona Attorney General’s Office have been trained to use interactive video games to help teach middle school students about Internet predators. Who knew the response would be overwhelming to bring this video game to schools? The Web Wise Kids program is a promising approach because most students find the games engaging. Other resources are also readily available. NetSmartz offers a number of good suggestions for schools (www.netsmartz. org/educators.htm) and provides a variety of interactive materials that can be used in classrooms. I’ve put together a list of five suggestions, intended primarily for parents but also relevant for educators, that can help students avoid Internet dangers. Talk to children about Internet safety. Encourage them to show you the sites they visit and any photos they may have posted or distributed online or through text messages on their phones. Take a look at their Facebook, MySpace or other social networking pages. Most importantly, let them know it is safe to come to you with concerns about people they meet online, inappropriate pop-up messages or someone who sends them inappropriate materials, harasses them or bullies them online.

Support ageappropriate rules about Internet usage. Warn kids about posting phone numbers or addresses on social networking sites, allowing strangers to be “friends” online or arranging an in-person meeting with someone you met online. After rules are set, check to see that they are followed. If you think that more oversight is needed, most Internet service providers offer graduated levels of parental controls that block access to certain web sites and features that allow monitoring of computer usage. Let children know they can talk to you if they are bullied online. Most children and teens who experience cyber-bullying do not tell an adult. Bullies can use the Internet and cell phones to harass their victims by posting damaging photos or hateful comments for the entire school to view, or they can send harassing text messages to cell phones at all hours of the day. Let children know that you want to hear any problem or concerns they have with their friends or classmates online. If a child comes to you about being bullied online, respond in a non-judgmental way and don’t hesitate to ask for help from school personnel. Learn about the Internet. Familiarize yourself with social networking sites like Facebook and MySpace, and other web sites where your child expresses an interest. Learn Internet language, too. If you suspect that a child has been approached by a sexual predator, talk openly about your suspicions. If you find that anything inappropriate has taken place, contact parents and the police immediately.The National Center for Missing and Exploited Children accepts reports of child sexual exploitation and directs them to the appropriate federal, state and local law enforcement agencies through the CyberTipline. To make a report, visit www.cybertipline.com or call 800-843-5678. The Internet can be a fabulous resource, providing access to a wealth of information and interactive learning experiences. But it comes with substantial and often unseen risks. Your work to help safeguard our children is critically important and greatly appreciated. For more tips and links to other resources, check out the Internet Safety Guide on the Arizona Attorney General’s Office web site at www.azag.gov. „ About the writer: Terry Goddard is the Arizona Attorney General. Winter 2010 I ASBA Journal 15


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z LESSONS FROM RESEARCH

By Michael T. Martin, ASBA Research Analyst

The Three Pâ&#x20AC;&#x2122;s of Tomorrowâ&#x20AC;&#x2122;s Schools

A

s the 21st century unfolds, the dominance of electronic technology is becoming ever more evident. Computers increasingly perform the repetitious and procedural tasks once performed by individuals. The Internet enables instantaneous communication and collaboration among individuals located around the globe so that typical technical functions, engineering and production can be easily outsourced to developing nations. This leaves the critical thinking skills of innovation, creativity and marketing as crucially important in the modern world. As a consequence, what adults will need in the future to thrive in this environment is likely to be as distinctly different as the environment itself. To prepare students for this future requires a transformation of the education system to meet the demands of â&#x20AC;&#x153;21st century learning.â&#x20AC;? Exactly how that transformation will occur, and what it will evolve towards, necessarily requires knowledgeable governing board members implementing and empowering the changes as they evolve. One of the difďŹ culties in explaining this new kind of learning is that people tend to think it is just a different version of what is already happening, just like computers were ďŹ rst used largely as overly sophisticated typewriters. There is also a tendency to regard it as some â&#x20AC;&#x153;techieâ&#x20AC;? educational fad. But 21st century learning is not some radical education program dreamed up in an ivory tower. Twenty-ďŹ rst century learning is an imperative imposed on education by the rapid technological transformation of society now underway. First and foremost, it is a recognition that this rapid transformation will continue and even accelerate in the foreseeable

future. We must, thus, teach the skills that students will need to adapt to this foreseeable world where careers may change two or three times in their lives. The emphasis of 21st century learning on creativity and innovation is because in the future anything that is repetitive, routine or easily categorized will be done by computers. Twenty-ďŹ rst century learning stresses logical thinking and critical analysis toward subject matter to prepare students for problem solving, and it envisions multidisciplinary learning rather than the static subject areas that were developed in 1892 to modernize the education system that existed 120 years ago. The â&#x20AC;&#x153;three Râ&#x20AC;&#x2122;sâ&#x20AC;? are obsolete. Students still must be able to read, but that reading may be pernicious without critical reasoning skills that enable them to parse the truth from what is written. Writing is inadequate for multi-lingual, multimedia communication. Students still need math, but the skill now is to set up the question, and let computers provide the answer: Quantitative thinking means understanding answers more than deriving them. Much was illuminated about 21st century learning at the National School Boards Association 2008 Technology and Learning (T+L) conference. +EYNOTE SPEAKER 0AUL 3AFFO EXPLAINED that â&#x20AC;&#x153;the information revolution is over.â&#x20AC;? We are now in a media revolution and schools must shift from teaching information to teaching how to parse information and to employ media for wielding information. With Google and Wikipedia, information is everywhere, but the key is the ability to ďŹ nd, validate and package information to communicate persuasively. In essence, the 3 Râ&#x20AC;&#x2122;s are being REPLACEDBYTHE0STHEABILITYTO0ARSE

0ACKAGEAND0ERSUADE4HESKILLSOFST century learning are informative inquiry, critical thinking, self responsibility, the ability to collaborate with others in a team, and the ability to communicate persuasively with multimedia, regardless of the subject matter. A presenter at the T+L conference, Marianne Hauser of the Fayetteville (Ark.) School District, described how the concept of 21st century learning was introduced to her district. A teacher inservice program was used to model these new techniques, but the teachers werenâ&#x20AC;&#x2122;t told what the aim of the session was. During this â&#x20AC;&#x153;retreat,â&#x20AC;? the teachers were assigned to teams in a â&#x20AC;&#x153;geo-cachingâ&#x20AC;? exercise that involved ďŹ nding â&#x20AC;&#x153;cachesâ&#x20AC;? at latitude and longitude locations that contained clues based on nursery rhymes that they had to acquire and resolve. There was no teaching. There was no TRAININGONHOWTOUSE'03ORMAPREADING The participants had to use teamwork, initiative, communication, critical thinking, and problem solving to complete the exercise. Afterward, they were told that â&#x20AC;&#x153;thisâ&#x20AC;? is 21st century learning.The teacher developed the project but the students did the learning on their own. Twenty-ďŹ rst century learning is fundamentally based on the students being involved in directing their own learning. To clarify, students donâ&#x20AC;&#x2122;t just goof off or study what they want; they have goals and expectations somewhat like a corporate employee. It is just that they are given greater freedom in getting their job done, but the point of that freedom is self responsibility that is monitored and motivated by teachers as supervisors. Jaime Escalante, the teacher made famous by the movie â&#x20AC;&#x153;Stand and Deliver,â&#x20AC;? averred, â&#x20AC;&#x153;Itâ&#x20AC;&#x2122;s very important for us to Winter 2010 I ASBA Journal 17


treat the kids in the classroom as if school was their job.â&#x20AC;? Traditional education has treated students as passive industrial commodities, expecting each to meet predetermined standards. Twenty-ďŹ rst century learning envisions each student having a unique combination of marketable talents that students should focus on discovering. Students will learn to enhance their unique innate qualities and interests, giving them a comparative advantage over others in their future. In this new model of learning, the individual education plan of special education will soon become normal in regular education because, as one T+L presenter simply stated, â&#x20AC;&#x153;Every kid is special.â&#x20AC;? As a practical matter this individualization is not possible if the responsibility is on the teacher. However, when self-responsibility is part of 21st century learning and education technology is employed, educators can create an environment where the studentsâ&#x20AC;&#x2122; own self interest provides the motivation and teachers just become supervisors. One presenter at the T+L conference gave the example of a student who asked her teacher why her older brother was involved in protesting globalization. The teacher told the girl to research it and present the results to the class. The outcome was a YouTube video, shown at a T+L workshop, about American corporations involved in sweatshops and child labor overseas. The video, which became an Internet sensation, expertly used images, text and music to create a powerful message.

18 ASBA Journal I Winter 2010

David Warlick, another keynote speaker at the conference, noted that traditional education emphasizes passive students - individuals in rows, learning esoteric repetitive tasks under close supervision. Twenty-ďŹ rst century learning requires students to actively work collaboratively on selfdirected authentic tasks employing critical thinking with an emphasis on utilizing multimedia communication and persuasion. Subject matter just gives students something to work with. It is the process of having students learn time management, self-responsibility, teamwork, leadership and communication that prepares them for the uncertain and evolving needs of a rapidly transforming global community in the future. This is the environment that will likely dominate the future of a globally interconnected world. The key to survival in this 21st century world is less subject mastery, and more the facility with parsing, packaging and persuading within a collaborative network of multiple simultaneous, self-directed projects where problem-solving requires creativity and innovation in critical thinking. Modern employers emphasize that they can train employees in their operations provided the employees have these take-charge â&#x20AC;&#x153;soft skills.â&#x20AC;? Yet another T+L keynoter, Joe Caruso, author of a book titled â&#x20AC;&#x153;The 0OWER OF ,OSING #ONTROL v DESCRIBED how precision parachute jumpers know they cannot jump from a plane and expect to go directly to a target. They expect to be buffeted off course. Caruso said that expert jumpers learn to

â&#x20AC;&#x153;accept, adjust, and advanceâ&#x20AC;? to changes in their descent. Despite changes in wind direction and intensity as well as vagaries in chute deployment, they donâ&#x20AC;&#x2122;t just land anywhere willy-nilly. They land on a little disc on the ground: very precise. With the uncertainty and rapid changes expected in their future world, this is a good ethos for students to learn. Similarly, 21st century skills will assist todayâ&#x20AC;&#x2122;s students to become leaders and innovators as adults in a dynamic, rapidly evolving world of the future. Unlike traditional education which attempts to create commoditized clones of industrial workers with static skills, 21st century learning attempts to develop the unique abilities of individual human talents in a future world where computers and robots will perform nearly all rote repetitive tasks. The primary role of humans will be problem solving and organization in coordinating the use of machines that havenâ&#x20AC;&#x2122;t been invented yet, to solve problems we today cannot know of, in careers that donâ&#x20AC;&#x2122;t even exist yet. 0UBLIC EDUCATION HAS NEVER BEEN a static process, but the 21st century poses a transformational challenge. The demands of navigating this transformation will require the ASBA core beliefs of â&#x20AC;&#x153;knowledgeable and professionally trained governing board membersâ&#x20AC;? who can closely monitor what works and what does not in the context of their own community schools to ensure that â&#x20AC;&#x153;students receive an education that enables them to be SUCCESSFULv 0REPARING STUDENTS FOR THE 21st century is not simply doing what schools did in the past. Â&#x201E;


Winter 2010 I ASBA Journal 19


ASBA ASA 52 U

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20 ASBA Journal I Winter 2010

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UAL CONFERENCE

Highlights

More than 500 public school leaders representing public schools throughout Arizona gathered from Dec. 9-11, 2009, for the 52nd ASBA-ASA Annual Conference. In addition to attending numerous educational sessions addressing issues critical to public school leadership, many focusing on the conference theme of “The Art of Leadership,” attendees celebrated the people and programs in Arizona’s public schools that exemplified excellence in 2009. (Awards coverage begins on page 22.) 1. 2010 President Debbie King introduced “Servant Leadership” as ASBA’s theme for the year ahead. 2. Bob Rice accepted a kachina as a gift of appreciation for his year of service as ASBA’s president. 3. Vail board member Anne Gibson (left) chatted with Golden Bell award winners. 4. Board members and administrators networked between sessions. 5. Nearly 100 vendors showcased the latest in education products, from technology to food service, in the conference exhibit hall. 6. General session keynote speakers Sherman Alexie and Tony Wagner drew high marks from attendees. 7. Jay Juan, an Indian Oasis-Baboquivari board member, posed a question to keynoter Alexie. 8. Alexie used humor and poignant stories from his childhood to recount the role education played in his journey from the Spokane Indian Reservation to the national stage. 9. The steel drum band from Basha High School in Chandler wowed the crowd at the annual awards dinner. 10. Lauren Madden (right), a senior from Fountain Hills High School, accepted the first place award for color photography from student photography contest namesake Jack Peterson. 11. Thirty-two breakout sessions, covering topics from board leadership to best practices in communications, were presented. 12. Members of the choral group Sol from Chandler’s Hamilton High School set the tone for the conference’s opening session. 13. Junior ROTC members from Carl Hayden High School presented the colors to open the ASBA-ASA Annual Conference. 14. Joy Weiss, Arizona’s 2010 Teacher of the Year and a first-grade teacher in Balsz ESD, was presented with a Golden Bell. 15. Amy McBroom, the National Rural Schools Teacher of the Year and a teacher in Grand Canyon USD, was presented with a Golden Bell.

December 9-11, 2009 BILTMORE CONFERENCE CENTER Winter 2010 I ASBA Journal 21


in 2009

C ELE B R ATING EXCELL EN C E

Each year at its annual conference, the Arizona School Boards Association celebrates the excellence and commitment of local governing boards and school district leadership, and recognizes exceptional educational programs statewide. In this issue of the ASBA Journal, we take a look at the people and programs who received awards for their contributions to Arizona’s public schools in 2009.

LOU ELLA KLEINZ

A war d of Excellence

The Vail Unified School District is the winner of the 2009 ASBA Lou Ella Kleinz Award of Excellence. The award recognizes the Arizona school board that demonstrated the most outstanding education leadership for the year. The award is named in honor of former ASBA Executive Director Lou Ella Kleinz, who served the association from 1971 to 1991. Members of the Vail board honored are Margaret Clockwise from top left, Jim Coulter, Debbie King, Randy Kinkade, Burkholder, Jim Coulter, Margaret Burkholder and Anne Gibson Anne Gibson, Debbie King and Randy Kinkade. Vail’s governing board members are united by their passion for education and their dreams to strengthen the community.Their work is guided by a principle that hangs on the board room wall. It proclaims: “Everything we do here today impacts the life of a child.”This governing board wants students to succeed – academically, personally and emotionally. The board’s focus and commitment has led to results. In 2009, each of the district’s regular elementary, middle and high schools - and its charter Vail High School - received the “excelling” label from the state for the third consecutive year, and Vail students consistently achieve top-tier results on the AIMS test. Nurturing a sense of community is a goal that is close to the board’s heart. One of the finest EXAMPLESOFTHEBOARDSCOLLABORATIVEEFFORTSISh6AIL0RIDE$AY vANANNUALEVENTTHATDRAWSMORE than 9,000 people and showcases the academic and extra-curricular successes of students. The business and non-profit community plays a major part in making the event a success. Innovation is clearly one of the Vail district’s strongest points. In the past year alone, the governing board has helped launch “Beyond Textbooks,” an initiative which has helped to make digital classrooms the norm throughout the district. The district also is home to Empire High School, the first one-to-one laptop, textbook-free, comprehensive public high school in the nation. The Vail USD governing board truly stands out as a cohesive, communicative and committed group of individuals who care about education at a local and national level. 22 ASBA Journal I Winter 2010


ALL-ARIZONA SCHOOL BOARD A war d

Clockwise from top left, Mike DeLaO, Maxine Radtke, Jim Love, Susan Kartchner and Anne Gibson

Winners of the 2009 All-Arizona School Board Award are Mike DeLaO, Safford USD, Anne Gibson,Vail USD, Susan Kartchner, St. David USD, Jim Love, Flowing Wells USD, and Maxine Radtke, Osborn ESD. The award is ASBA’s highest award for individual board members. It is bestowed on five Arizona school board members who exemplify best practices in boardsmanship, understand their roles and follow through on their responsibilities. Candidates for the award are nominated by their fellow school board members and winners are selected by a panel of their peers from across the state.The honor is awarded for proven records of active service on their governing board, their leadership at local, state and federal levels, their demonstrated concern for their district’s children, their rapport with fellow board members, and their commitment to boardsmanship training and support of ASBA and its activities. Look for Profiles in Leadership articles on each these individuals in the Spring, Summer and Fall 2010 issues of the ASBA Journal.

Winter 2010 I ASBA Journal 23


2009

ASBA ACADEMY OF BOARDSMANSHIP

The Board Academy is a continuing-education program designed to equip board members with the knowledge and techniques necessary to develop policies and practices to support the districtâ&#x20AC;&#x2122;s instructional leadership role. Curriculum areas include Board Member Orientation; Board Operations; Planning and Goal Development; Boardâ&#x20AC;&#x2122;s Role in Curriculum and Instruction; Fiscal Management and Resource Allocation; Communications and Interpersonal Relations Skills; Board and Superintendent Relations; Board Policy, School Law and Ethics; and Personal Skills and Effective Leadership. ASBA annually recognizes governing board members for their commitment to training and continuing education.

TOTAL BOARD A war d

The Total Board Award is granted to a governing board when at least a quorum of members has attained the level of Certificate of Boardsmanship, which requires 36 continuing education units (CEUs). The remaining members must also have earned their Certificates of Orientation. For their dedication to leadership training by each board member in 2009 ASBA recognized 12 governing boards.

*Indicates members shown in picture, if all board members were not present for the photo.

24 ASBA Journal I Winter 2010

Chandler Unified School District Annette Auxier, Rob Barney, David Evans, Barb Mozdzen, Robert Rice

Florence Unified School District Bob Dailey*, Robert Ingulli, Theresa Kuebler*, Rose Marie Monks*, Jim Thomas*


Kayenta Unified School District Helen Bonnaha*, Ruth Gilmore, Raymond Laughter*, Elwood Saganey*, Patricia Parrish

Prescott Unified School District Steve Campbell*, Dr. Joan Fleming, Dee Navarro*, Dr. Andy Newton, Tina Seeley

Nadaburg Unified School District Robert C. Jones, Jolene Krug, Yvette Sampson, James Welch, Deone Wiley*

Vail Unified School District Margaret Burkholder, Jim Coulter, Anne Gibson, Debbie King, Randy Kinkade

Osborn Unified School District Theresa Martinez*, Kelly Parker, Maxine Radtke*, Marilyn Rollins*, Dean Wolcott

Winslow Unified School District Beth Carlson, Roberta Hadnot, Dodie Montoya*, Loren Sadler, Marian Scheid

TOTAL BOARD AWARD ­ "/Ê* /1, ® Crane Elementary School District Jim Colby, Michael Jarvis, Mary Garcia, Irma Myers, Brenna Paulin Fountain Hills Unified School District Melanie Anderelli, Patricia Green, Helen Howard, Dana Saar, C.T. Wright Parker Unified School District Kelly Baldenegro, Deanna Beaver, Margaret Dewey, Dolores Ferris, Rudy Parker

St. David Unified School District Marty Allred, Aaron Buhler, Nelson Daley, Susan Kartchner, Faye Mayberry

Winter 2010 I ASBA Journal 25


2009

ASBA ACADEMY OF BOARDSMANSHIP

The Cluster Pin Awards recognize a select group of board members who, after attaining the level of Master of Boardsmanship, continued to develop their skills with additional hours of training. The following board members were recognized in 2009 for receiving their respective levels of boardsmanship training:

MASTER OF BOARDSMANSHIP with Clusters A war d

400 CEUs or more Chuck Wahler, Grand Canyon USD

330 - 399 CEUs Bob Cassa, San Carlos USD

Fourth & Fifth Cluster Winners

220 - 329 CEUs Don Rothery, Sierra Vista USD Robert Olivar, Sr., Fort Thomas USD Deanna Beaver, Parker USD Theresa Galvan, Window Rock USD Barry Sharp, Ash Fork Joint USD Debra Scott, Sierra Vista USD Linda Honahni, Tuba City USD Ernest Hubbell, Sanders USD Karen McClelland, Sedona Oak Creek USD Vicki Johnson, Glendale UHSD

Third Cluster Winners

26 ASBA Journal I Winter 2010


160 - 219 CEUs Nancy Jean Welker, Bowie USD Diane Douglas, Peoria USD Eric Griffin, Sunnyside USD Kerrie Bluff, V.A.C.T.E Carl Dye, Concho ESD Arnold Goodluck, Sander USD Margaret Burkholder, Vail USD Diane Junion, Safford USD Ruth Roessel, Red Mesa USD Sally Doyle, Yuma UHSD Julie Cluff, Safford USD

Second Cluster Winners

Delores Brown, Mobile ESD Nancy Richardson, Sierra Vista USD Connie Johnson, Sierra Vista USD Jane Phillips, Clarkdale Jermome ESD Gerald Long, Flowing Wells USD

120 â&#x20AC;&#x201C; 159 CEUs Martha Yardley-Jones, Antelope UHSD Brenna Paulin, Crane ESD Nancy Jean Welker, Bowie USD Edwin Sorgen, Joseph City Margaret Burkholder, Vail USD Elizabeth Harmon, Oracle ESD Lucy Young, Apache Junction USD Cecilia Roberts, Concho ESD Kelli Watson, Littleton ESD Denise Standage, Higley USD David Evans, Chandler USD

First Cluster Winners

Rudy Parker, Parker USD Terri McMullen, Kingman USD Jim Coulter, Vail USD Dale Williams, Clarkdale Jerome ESD Katrina Talkalai, San Carlos USD Tracy Davis, Maricopa USD Debbie Allen, Miami Area USD Cayci Vuksanovich, Globe USD Mary Lou Richerson, Catalina Foothills USD

Winter 2010 I ASBA Journal 27


S c h ool D istrict Super intend ents

CELEBRATING EXCELLENCE

The Arizona School Administrators, Superintendents Division, presents its top award, the All-Arizona Superintendents Award, to individuals in small, medium and large districts at the ASBA-ASA Annual Conference. ASA also names Arizona’s representative for the American Association of School Administrators National Superintendent of the Year program.

Douglas Roe, Dr. Nicholas Clement, Dr. Henry Schmitt, Dr. Ronald Dickson

SUPERINTENDENT OF THE YEAR Dr. Nicholas Clement Flowing Wells Unified School District Dr. Nicholas Clement, superintendent of the Flowing Wells Unified School District in Tucson since 2004, uses his “out of the box thinking” and dedication to student achievement to contribute to the successes enjoyed by the students and schools in the district. He is guided by the principle of providing core values in building a learning community for Flowing Wells. These values include personalized learning opportunities focused on a 24/7 schoolhouse and delivering exceptional customer service to the community, and they are quite evident in the community and have contributed to the valuing of education within the district. His instructional leadership follows a model that identifies district variables impacting student achievement. This model clearly defines 28 ASBA Journal I Winter 2010

the role of a classroom teacher as the critical attribute contributing to student success. All professional growth efforts in the district are centered on this all-important factor. Dr. Clement has worked to provide district-wide opportunities for all students. He wrote and received a $4 million 21st Century Community Learning Center grant to assist with quality after-school student programs. The grant also allows for adult literacy to be a vital part of the program to improve community learning opportunities. In addition to his work within the district, Dr. Clement is a frequent contributor to the leadership profession, frequently writing articles for national and statewide publications. He also serves as an adjunct professor for Northern Arizona University, and his involvement with Arizona School Administrators and the American Association of School Administrators is extensive and well received.


ALL-ARIZONA LARGE DISTRICT Dr. Henry Schmitt Humboldt UniďŹ ed School District Dr. Henry Schmitt, superintendent of the Humboldt 5NIlED3CHOOL$ISTRICTIN0RESCOTT6ALLEY HASSERVEDTHIS district for seven years during difďŹ cult ďŹ scal times with numerous increases and decreases in student populations. His nominations for this award list his strengths as boosting student academic progress, excellent ďŹ scal management and effective management of voter-approved bond projects. Dr. Schmittâ&#x20AC;&#x2122;s excellent communication skills also were cited by board members who recommended him for this award. Dr. Schmittâ&#x20AC;&#x2122;s leadership is reďŹ&#x201A;ected in the statewide awards received for the districtâ&#x20AC;&#x2122;s English Language Learner and special education programs. His hands-on approach at the school level is evidenced by his alter egos, â&#x20AC;&#x153;Mr. Math Manâ&#x20AC;? and the â&#x20AC;&#x153;Reading Detective,â&#x20AC;? roles he takes on at the elementary schools in the district. These characters are valued at the schools and their frequent visits to the campuses support for math and reading instruction. Dr. Schmitt is also praised for his open-door policy and the use of his â&#x20AC;&#x153;Superintendentâ&#x20AC;&#x2122;s Think Tank,â&#x20AC;? which allow for quality input from staff and district residents to move HUSD forward.

ALL-ARIZONA SMALL DISTRICT Douglas Roe Altar Valley Elementary School District

Douglas Roe, superintendent of the Altar Valley Elementary School District for the past 10 years, is cited by the districtâ&#x20AC;&#x2122;s governing board for his excellent teambuilding skills, as well as his implementation of a strong community relations program. The â&#x20AC;&#x153;Robles Respondsâ&#x20AC;? community action committee provides strong evidence of his work with this important component of leadership in ALL-ARIZONA MEDIUM DISTRICT a small school environment. Dr. Ronald Dickson Mr. Roeâ&#x20AC;&#x2122;s ďŹ scal management and budget skills are also Laveen Elementary School District noted in his application as strength areas in his leadership Dr. Ronald Dickson, superintendent of Laveen of this small district located near Tucson. This superintendent also is very visible in the Elementary School District, joined the district and has been providing quality leadership there since 2005. His classrooms. He works closely with the teaching staff on â&#x20AC;&#x153;3Câ&#x20AC;&#x2122;sâ&#x20AC;? model of Communication, Collaboration and the instructional process, and his academic leadership Cooperation has contributed greatly to moving Laveen has resulted in both schools in the district receiving a Elementary in a positive direction and providing quality h0ERFORMING0LUSvRATING Those who nominated him for this award agree that educational experiences for the students the district serves. Dr. Dicksonâ&#x20AC;&#x2122;s leadership in the curriculum and Mr. Roeâ&#x20AC;&#x2122;s strong communication skills with the board, instructional portion of his duties centers on the â&#x20AC;&#x153;teaching students, staff and the community form the foundation of of the whole child.â&#x20AC;? Along with the increase in district this very successful superintendency. technology, the Laveen school district has made great strides in the instructional area. Dr. Dickson has worked to move the district from a rote-learning, lecture-based instructional philosophy to an approach where active learning is the approach followed for improvement of student achievement. Fostering excellent community relations while still maintaining the focus of the true mission of the district - the academic success of its students â&#x20AC;&#x201C; is another of Dr. Dicksonâ&#x20AC;&#x2122;s strengths. Dr. Dickson also receives praise for his quality communication with the governing board, which in 2007 received the prestigious ASBA Lou Ella Kleinz Award of Excellence. Winter 2010 I ASBA Journal 29


A S BA Golden Bell A war d s

EDUCATIONAL PROGRAMS

For 28 years, ASBA has put the spotlight on those districts that have a proven record in achieving excellence through their academic programs by awarding ASBA Golden Bell Awards to the educators and administrators who create and implement them. Programs selected to receive the prestigious Golden Bell must be student-oriented, have a significant effect on student achievement, demonstrate evidence of teacher creativity and demonstrate district leadership. They also must have been in operation for at least two years. Awards are presented in four categories: Elementary (pre-k through 6th grade), Middle Years (4th through 9th grade), High School (9th through 12th grade) and District-wide Curriculum Delivery and Accountability. The winners of the 2009 ASBA Golden Bell Awards follow. Program summaries were written by applicants as part of the entry process.

30 ASBA Journal I Winter 2010


ELEMENTARY Pre-K to 6th grade FIRST PLACE: Stinger City: A Micro-Society and Community Sycamore Elementary Staff, Vail USD Stepping on-campus at Sycamore Elementary School, located within the Vail School District, one might meet a disc JOCKEY APEACEPATROLOFFICER OREVENTHE0RESIDENTHERSELF4HESE little professionals are all a part of Stinger City, a micro-society designed to help students connect learning in the classroom to real life applications. Sycamore students research, apply for, interview and work within a multitude of jobs. Founded in 2007, this program invites community members to share their career field training, while giving students a glimpse into future professions. Stinger City jobs are creatively developed and monitored by 11 teacher advisors. Twenty-five percent of the student population actively holds a position within Stinger City, yet these jobs impact Clockwise from top left, Sarah Irvin, Ken Graff, Darcy Menton, Stephanie Magnuson, the entire Sycamore community. Sycamoreâ&#x20AC;&#x2122;s micro-society Heather Stough enhances student achievement with an emphasis on an articulated, calendared curriculum. On average, within each different club, students apply over 20 state standards throughout the school year. This academic focus has aided in Sycamore receiving an â&#x20AC;&#x153;excellingâ&#x20AC;? school label for four consecutive years, as well as an â&#x20AC;&#x153;A+ School of Excellenceâ&#x20AC;? distinction in 2009. Stinger City fosters student ownership of the school, emotionally engages students, and begins to prepare students for the future.

RUNNER-UP: Parents as Teachers, Fathers Matter Project Sunnyside USD 0ARENTS AS 4EACHERS 0!4 IS AN EARLY CHILDHOOD FAMILY education program free to Sunnyside District residents. It supports parents as their childâ&#x20AC;&#x2122;s first and most important teachers. Sunnyside 0!4SERVESPARENTS&OR 3PANISHISTHEIRPRIMARYLANGUAGE 274 qualify as low-income; and 78 percent havenâ&#x20AC;&#x2122;t completed high school. Bilingual parent educators provide monthly home visits, group meetings, 3TAYAND0LAY DEVELOPMENTSCREENINGS STORYHOUR and evening programs. )N  0!4 DEVELOPED A CREATIVE PROGRAM TO REACH OUT to fathers and grandfathers. â&#x20AC;&#x153;Fathers Matterâ&#x20AC;? includes evening and Saturday home visits, and the â&#x20AC;&#x153;Dad and Meâ&#x20AC;? program. Activities encourage dads and grandfathers to play and learn with Joan Katz and Dr. Manuel Isquierdo their children. Dads received disposable cameras to photograph themselves at work, and then made books with their children. They read in a different language, and discussed how difficult learning to read can be. Music, motor development and discipline have been topics. A lending library is available. Fathers Matter has grown from five to 30 fathers. Dads now request evening programs and Saturday visits. Four fathers spoke to a large group of business people to successfully advocate for a $25,000 grant. Fathers Matter is successfully empowering fathers to become actively involved in their childrenâ&#x20AC;&#x2122;s development. Winter 2010 I ASBA Journal 31


A S BA Golden Bell A war d s

EDUCATIONAL PROGRAMS

MIDDLE YEARS 4th through 9th grade FIRST PLACE: Osborn Ballet Program Encanto and Clarendon Schools, Osborn ESD 4HE/SBORN3CHOOL$ISTRICT"ALLET0ROGRAMOFFERSPROFESSIONALLY oriented ballet training after school for boys and girls with related studies, activities and field trips. Currently in its seventh year, it has contributed to improved student achievement and added additional depth and breadth of educational and experience. The program annually attracts in more than 60 fourth through sixth graders from Clarendon School, an additional 50 third-grade students from sister school Encanto, and continuing seventh- and eighth-grade students from Osborn Middle School. 4HEOVERARCHINGGOALFORTHE"ALLET0ROGRAMISTOMAKEPROFESSIONALLY oriented ballet training available to students who do not have access to it. The expected outcome is that all participants benefit from ballet training, with improved fitness, coordination, concentration, confidence, cultural Camden Lloyd education and an opportunity to pursue serious study. Already students have earned the privilege of auditioning with professional dance companies and received scholarships for further study. An unanticipated outcome has been the exuberance of teachers to use ballet as a teaching tool, creatively extending the program into the school day curriculum.

RUNNER-UP: Project - Based Learning: Capstone Career Exploration 8th Grade Teaching Team Desert Arroyo Middle School, Cave Creek USD Each year, during second semester, Desert Arroyo Middle School’s eighth graders undertake a project-based learning experience which represents a culmination of academic learning and its specific application in an area of the student’s personal passion, interest or curiosity. The project is challenging, innovative and student-driven. It significantly enhances skills in research, writing, collaboration, communication, technology and presentation. Students have two options for this project: Capstone or Career Exploration. Ann Orlando and Kelly O’Rourke Students who select the Capstone option select an area of personal interest and determine an essential question that will form the basis of their research, a formal paper, product creation and presentation. Students who choose Career Exploration link their strengths to possible career options. They conduct research on a career choice, write a research paper and create a multi-media presentation that demonstrates understanding of the career, its pre-requisites, specific skill sets and financial benefits. Eighth-grade teachers identify required project components, and create a schedule and a timeline for completion of the project. Community mentors with interest or expertise in student research topics generously volunteer their time to assist students in shaping and refining their projects. 32 ASBA Journal I Winter 2010


HIGH SCHOOL 9th through 12th grade FIRST PLACE: The Academies at Hamilton High School Hamilton High School, Chandler USD The Chandler school board in their goals for 2006-2007 directed each secondary school to â&#x20AC;&#x153;pursue avenues to enhance opportunities for all studentsâ&#x20AC;? and to reach out to those not affiliated with a club or group. The Academies at Hamilton was a response to this directive. In the fall of 2006, the Hamilton Academies was developed to offer students small communities that specialize in a particular area of interest as part of the scholastic experience. Currently, about 650 students participate in one of the academies. In the third year of OPERATION THE STUDENTS IN THE ACADEMIES HAVE A HIGHER '0! AND BETTER ATTENDANCE THAN students in the general school population. Additionally, an off site 7-12 school, Hamilton 0REP WASCREATED)TISHOUSEDATALOCALCHURCH ANDISDESIGNEDFORSTUDENTSWHOARECOLLEGE bound and prefer a smaller environment. Chris Farabee

RUNNER-UP: Biotechnology Academy Xan Simonson, Amanda Grimes, Katrena Alber, Mesa High School, Mesa USD

Clockwise from top left, Jim Souder, Katrena Alber, Marlo Loria, Amanda Grimes, Xan Simonson

The Biotechnology Academy at Mesa High School introduces students to the field of biotechnology, the fastest growing science of the 21st century. This innovative program IS PART OF -ESA 0UBLIC 3CHOOLS #AREER AND4ECHNICAL %DUCATION Bioscience program. This â&#x20AC;&#x153;school-within-a-schoolâ&#x20AC;? is housed in a state-of-art-facility, which includes three fully-equipped research labs, classrooms and an outdoor research land lab. The curriculum is flexible, academically rigorous and career oriented. Throughout the program, students perform a variety of experiments and acquire laboratory and research skills that are valuable in university and workplace laboratories. Ultimately, the goal of the program is to help students become critical thinkers and foster their curiosity for questions and answers with hands-on scientific research projects. From the experiments they conduct, to the projects they present, each piece of the Biotechnology Academy prepares students for a career pathway into the bioscience field.

Winter 2010 I ASBA Journal 33


A S BA Golden Bell A war d s

EDUCATIONAL PROGRAMS

DISTRICT-WIDE Curriculum Delivery and Accountability FIRST PLACE:Ă&#x160;*iÂ&#x153;Ă&#x20AC;Â&#x2C6;>Ă&#x160;VViĂ&#x192;Ă&#x192;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;/iVÂ&#x2026;Â&#x2DC;Â&#x153;Â?Â&#x153;}Ă&#x17E;Ă&#x160;>Ă&#x152;Ă&#x160;Â&#x153;Â&#x201C;iĂ&#x160;­*/ÂŽĂ&#x160;*Ă&#x20AC;Â&#x153;}Ă&#x20AC;>Â&#x201C;Ă&#x160; Peoria USD 4HE 0EORIA 5NIFIED 3CHOOL $ISTRICT THE 0EORIA !CCESS TO 4ECHNOLOGY AT (OME 0!4( program is made possible through a joint effort BETWEEN 053$S )NFORMATION -ANAGEMENT AND Technology and Career and Technical Education departments. During the district replacement cycle, a number of older computers, which are still operational and usable for basic applications, are removed from service at the schools. As the computers in the schools are replaced by IMT, used computers are refurbished by students in the CTE A + computer repair technical Left to right, Douglas Palmer, Dennis Kuhn, certification courses at Ironwood and Centennial Kevin Molina High Schools. The computers are provided to fourth- through eighth-grade students at 10 elementary schools with refurbished computers to USEATHOMEATAMINIMALCOST4HECOMPUTERSAREEQUIPPEDWITH-ICROSOFTS0ROFESSIONAL operating system, and Microsoft Office 2000. A modem is installed so that students can access the Internet and retrieve computer files stored on their personal account via the districtâ&#x20AC;&#x2122;s computer network. Students can access the network from 6 p.m. to midnight, Monday through Friday, and all day Saturday and Sunday. Other family members can also use the computer for any non-commercial purpose, further adding a benefit to the student and their family.

RUNNER-UP: Alhambra Districtâ&#x20AC;&#x2122;s LEAD: Leaders in Education, Achievement & Data Mara Wayland, Melissa Penniman, Brenda Swan and Marian Vandermate, Alhambra ESD The Alhambra Elementary School Districtâ&#x20AC;&#x2122;s mission, to provide students with the knowledge and skills for continued academic excellence through high quality programs, services and support, is guaranteed through its Leaders in Education, Achievement, & Data (LEAD) program. LEAD is a collaboration and partnership among the district leadership team in academic services and all 15 school leadership teams that utilize a data-driven approach to school reform to advance student achievement of all students. District LEAD seminars are held five times a year. As a Left to right, Marian Vandermate, Melissa professional learning community, the team works Penniman, Mara Wayland, Brenda Swan together to participate in an in-depth examination and analysis of district and site achievement data in order to identify areas of strength, and root causes of areas identified in need of improvement determined by federal NCLB and state AZ LEARNS accountability measures. Activities also include support and assistance with the implementation of the district formative and summative quarterly assessment system, the development and monitoring of school goals/action plans along with the identification and implementation of effective researchbased interventions that are matched to identify needs of the individual students at the schools. 34 ASBA Journal I Winter 2010


z EDUCATION AND THE LAW

By Chris Thomas, ASBA Director of Legal Services

The Role of the School Attorney

E

ducation, like much of our society, has become an area that is governed by highly complex laws telling us how and what we can do under many situations. Enter the school attorney – the man or woman with all of the answers, who is always right and ready at a moment’s notice to give us guidance on which path we should follow…OK, maybe that is over-doing it. What the school attorney is, is someone who has training in this complex area of the law – actually several complex areas of the law - who can give answers to the difficult questions for which there is a clear answer and provide well-educated guesses, grounded in the law and good legal research, on everything else. For this edition of “Education and the Law,” I will focus on what school attorneys do, and how boards and administrators should interact with them to get the best service possible.

Code), parts of A.R.S. Title 38 (which governs public officers, including conflicts of interests, public records and open meetings) and federal law governing public education (including the Individuals with Disabilities Act, the &AMILY %DUCATIONAL 2IGHTS AND 0RIVACY Act, and the Elementary and Secondary Schools Act, among others). Lastly, the good school lawyer networks with fellow school attorneys in seeking their advice and expertise on issues with which those colleagues may be more familiar. One of the great challenges and exciting parts of practicing school law is that the school lawyer is always confronted with new questions and problems to ponder; it helps immensely to be able to turn to a colleague that may have some experience with the issue.

Q. What is the Council of School Attorneys and why should I care as a school board member/ Q. What makes an attorney an administrator whether or not my expert in school law? attorney belongs to it? A. The easy answer is practice, A. The National School Boards practice, practice. “School law” is an Association sponsors the Council of umbrella term for a lot of sub-areas School Attorneys (COSA), a group of of the law, including employment lawyers from throughout the United law, municipal law, administrative States who practice school law, with a law, contract law, disabilities law, requirement that any member actively construction law and other areas. represent a school district. Arizona has (Unlike some practice areas, the State its own chapter, the Arizona Council Bar of Arizona does not recognize an of School Attorneys (ACOSA), which “expert” designation for school law and currently has over 80 members. (A school lawyers cannot call themselves prerequisite to belonging to NSBA “experts” in school law without the COSA is membership in a statewide official designation.) affiliate such as ACOSA.) Both A good school lawyer has a COSA and ACOSA attorneys share background in all of these, plus a information with each other through particular expertise in the uniqueness of listservs, regular meetings and ongoing public education. A good school lawyer dialog. This is important for school also has a working command of Arizona board members and administrators to Revised Statutes Title 15 (Education know because this interaction results

in more consistent and reasoned advice to the client. Many of the problems discussed among COSA/ACOSA attorneys are those that have been dealt with before, and using an attorney affiliated with the groups potentially gets the client the experience of many lawyers. When hiring a school attorney, I would strongly recommend finding out if the prospective attorneys are members of COSA/ACOSA. Q. I am a board member and have legal questions. I would like to be able to ask them directly of our school attorney. Right now, our policy says only the board president and superintendent can talk to the attorney. This doesn’t seem fair. How common is our policy and why do boards have policies like this? A. "OARD 0OLICY "$' BASED ON ASBA’s model, does indeed limit contact with the school attorney to the board president and superintendent - and for two very good reasons. The first is cost. It can be quite expensive to seek legal advice on a regular or frequent basis. Attorney fees can run between $250 and $400 per hour (though it should be noted that school attorneys typically have an hourly billing rate much lower than many other areas of legal practice). A school district would be wise to manage these costs, and limiting contact with the attorney – and being able to monitor just how much time is being used – is in the interest of the district and its taxpayers. (This is especially important when a district is part of a pre-paid insurance plan that provides legal services; most plans do not provide unlimited legal services and the usage must be monitored or non-covered costs might occur.) Winter 2010 I ASBA Journal 35


Secondly, and this is critical, the attorney is bound to serve the client. That necessitates knowing exactly who the client is. The client is, essentially, the school district and the board collectively. Attorneys like to say the client is “the thing” – which is the district and board collectively and is not the interests of any of its board members or employees individually. Having one or two points of contact makes it easier for the attorney to establish and provide service to the client. Almost all the answers attorneys provide to legal questions are wholly dependent on the facts: change one key fact or nuance and the advice given might be completely different. Having one or two points of contact also controls what those facts to be presented will be. This is not to say that board members should not have their legal questions answered. Questions can still be asked through the board president and superintendent, but, again, having one point of contact makes it clear that everyone is on the same page. Lastly, it should be noted that board members should be mindful

36 ASBA Journal I Winter 2010

of the best reasons to follow the advice of your attorney is that it comes with it a certain measure of protection in doing so. The district still may be liable for the course of action chosen, but the individual making the decisions will not be personally liable because reliance on the legal opinion will be seen as acting in good faith under the law. 0LEASEALSOKNOWTHATIFYOUHAVE already talked to your school attorney, Q. What about the ASBA attorney? you should not call me asking for a Can’t we just call him for the second opinion. If you have gotten answers? A. (Get ready for the self- advice from your attorney you should serving answer…) While I am happy follow it or, if you truly want a second to answer board members’ and school opinion, you can call a different administrators’ questions, please attorney that is empowered to give you understand that I cannot be your attorney. legal advice. I can give you general information, Your school attorney can be a point you in the right direction and critical resource for you in tough times. read the law with you, but I cannot tell Find a good one, treat him or her well, you what to do. Why does this matter? Because if you take a course of action know when and how to ask him or her based on information we discussed and questions, and you will be in a better you are sued, you are not immune from position to make the decisions you personal liability if the course of action signed up for: the ones that benefit the you took turned out to be wrong. One students in your district. „ that as individuals they have no power and only when acting as a board do they have any real authority. If the questions to be answered from a single board member are not ones that the rest of the board is interested in knowing the answers to, maybe it would be better those questions not be forwarded for legal examination – and the district can save some money.


Winter 2010 I ASBA Journal 37


z POINTS ON POLICY

By Jim Deaton, ASBA Director of Policy Services

Establishing and Maintaining Policy Must Be a Top Priority

T

he beginning of a new year brings the occasional question, â&#x20AC;&#x153;Does the board have to readopt all of its policies every year?â&#x20AC;? The answer is,â&#x20AC;&#x153;No, a governing board policy, once adopted, continues in perpetuity until the policy is revised or rescinded by the board.â&#x20AC;? The concept behind the response is illuminated by asking, â&#x20AC;&#x153;Do you believe the state legislature or congress should reenact all of the stateâ&#x20AC;&#x2122;s or nationâ&#x20AC;&#x2122;s laws each year?â&#x20AC;? 0ONDERING THE QUESTION DOES however,bring to mind the topic of board member and administrator familiarity with their school systemâ&#x20AC;&#x2122;s policies. Arguably, establishing and maintaining policies is a duty of a governing board that holds equal importance to the SELECTION OF A SUPERINTENDENT 0OLICIES are the boardâ&#x20AC;&#x2122;s ofďŹ cial statements of the expectations for and requirements of the school system. They are critical for framing the legal, efďŹ cient and effective OPERATION OF THE DISTRICT 0OLICIES PLOT the destinations toward which the superintendent is expected to steer the local educational enterprise. Some school board policies remain the same as when originally adopted years earlier because the philosophy, rules and laws upon which they are based have not changed over time and the documents continue to be valid for their intended purpose. On the other hand, laws, rules, opinions and conditions have caused the need for other policies to be revised, some relatively often. From time-to-time certain policies are rescinded and new ones must be created. A parallel may

38 ASBA Journal I Winter 2010

be drawn in the makeup of boards themselves. Some members have served their school system for many years, others for a limited time before vacating the ofďŹ ce, and there are newcomers to the board. A districtâ&#x20AC;&#x2122;s Manual of Governing "OARD 0OLICIES AND !DMINISTRATIVE Regulations is not a static publication. Rather it must comprise a dynamic collection of governing and administrative documents subject to ďŹ&#x201A;uctuation in response to a variety of factors. Being informed of the manualâ&#x20AC;&#x2122;s contents at a point in time is no assurance that knowledge will be accurate tomorrow. A mix of circumstances produces an ongoing duty for all board members to become informed on the boardâ&#x20AC;&#x2122;s policies, they must continue to refresh their knowledge as manual contents evolve. Knowledge of the boardâ&#x20AC;&#x2122;s policies is a signiďŹ cant factor in the level and quality of service others expect of board members, and one which the members should expect of themselves. When ASBA policy analysts ďŹ eld telephone or e-mail contacts on school matters, while conducting comprehensive reviews of a districtâ&#x20AC;&#x2122;s manual, and as they and other association personnel provide school boards and administrators with assistance in other areas of service, inquiries arise about the superintendentâ&#x20AC;&#x2122;s or board membersâ&#x20AC;&#x2122; knowledge of the policies and administrative procedures in their districtâ&#x20AC;&#x2122;s manual. Fortunately, there are individuals who are informed and demonstrate that knowledge.

Policies are the boardâ&#x20AC;&#x2122;s ofďŹ cial statements of the expectations for and requirements of the school system. They are critical for framing the legal, efďŹ cient and effective operation of the district. Regretfully, however, too often the replies are timid or explanations are given as to why the respondent hasnâ&#x20AC;&#x2122;t taken the time to fulďŹ ll that responsibility. It is reasonable for a board to expect the superintendent and other school administrators to have a broad working knowledge of the policies, regulations and exhibits in the districtâ&#x20AC;&#x2122;s manual, as doing so is a key element of those personsâ&#x20AC;&#x2122; responsibilities. Otherwise, how are administrators going to know whether or not their decisions and actions are appropriately aligned with the boardâ&#x20AC;&#x2122;s expectations and requirements as speciďŹ ed in board policies? But, is it less important for members of the governing board to be informed on the contents of the manual? Without


sufficient knowledge of the policies, on what basis does the board evaluate the extent to which administrative regulations are compatible with and responsive to the authority, directions and limitations set out in policy? Admittedly, reading governance policies is not most persons’ favorite pastime; but neither is everyone interested in nor qualified to be a board member. However, when an individual takes the oath of office and becomes a member of the governing board, taking the time and making the effort to become familiar with the district’s policies is a substantial responsibility of the position. It is also necessary for a superintendent to make the time, scarce as it is, to deliberately and carefully cultivate knowledge of the board’s policies. No suggestion or recommendation is made that board members and administrators memorize the contents

of the district’s manual. But each person’s familiarity should be sufficient to provide awareness of what is and is not addressed in the Manual. It is also important to know how to locate the policies and administrative regulations bearing on a given topic or circumstance. In-depth research, consultation, guidance and advice are AVAILABLE FROM !3"! 0OLICY 3ERVICES and the school system’s attorney, but expediency in arriving at informed and favorable outcomes is more likely when all involved parties come to the game with a fundamental awareness of the rules. A quicker, less expensive and safer way to arrive at a desired destination is through access to and use of an up-to-date and accurate roadmap. The district’s manual should serve that purpose for the school system. The present political, economic and legislative environments are likely to continue having momentous impact on

the state’s public schools. Duty demands more than a NewYear’s resolution to take a peek in the district’s manual. There must be an even greater commitment to the ongoing responsibility to become and stay familiar with the information in the manual. To evaluate progress toward achieving that important objective, consider at least the following four questions: Am I fulfilling my duty to know what is in our manual? Is our Manual current, or are the board, administration and district at risk as a consequence of relying on an out-ofdate roadmap? Do the superintendent and board members encourage and prompt one another to conscientiously stay abreast of policy considerations in a timely manner? Am I making every reasonable effort to satisfy the duty I accepted when I took the position I hold? „

Winter 2010 I ASBA Journal 39


40 ASBA Journal I Winter 2010


z VIEWPOINTS

By PanďŹ lo H. Contreras, ASBA Executive Director

Board Training in Tough Times: The Best Defense Is a Good Offense

T

his issue of the ASBA Journal is dedicated primarily to recognizing school board members for their efforts in becoming better servants to their students, employees and community. Debbie King, ASBA president for 2010, has recognized this important approach as her theme for the year. â&#x20AC;&#x153;Servant Leadershipâ&#x20AC;? is a technique practiced by many people who serve as volunteers. This issue has examples of many that have given of themselves for the benefit of their students. The All-Arizona Board, Lou Ella Kleinz Award of Excellence, Barbara Robey Lifetime Achievement Award and the Academy of Boardsmanship Total Board and Masters Clusters award winners â&#x20AC;&#x201C; all recognized at the recent ASBA-ASA Annual Conference Awards Banquet - are just the beginning of the hundreds of individuals that serve unselfishly in this state. The vast majority of these exemplary leaders also understand

the need for personal development. In times of ďŹ nancial difďŹ culties, such as the period weâ&#x20AC;&#x2122;re in now, personal development is sometimes placed low on the list of priorities. It is noble to suggest that board members should forgo travel and conferences as an example of commitment to the organization. Sadly, this often backďŹ res since the results can be boards not having the skills and information needed to make the difďŹ cult decisions of the times. How do you reduce staff and recall them while protecting their rights under the law? What will the Race to the Top funds require of the organization? How will the board effectively communicate the need to close schools and increase class sizes to the community? You canâ&#x20AC;&#x2122;t prepare for the above by staying at home and hoping for the best! Your obligation as a board member, administrator or teacher ISTOBEPREPARED0ERSONALDEVELOPMENT is important in an organization at every level! It certainly is tempting and even easy to eliminate or reduce funds for staff

and board development. Is it the most prudent thing to do? I think not! Will the expense for training be questioned? Of course it will. But, the best defense is to answer critics with a question. Is it best for the organization to approach serious issues being ill-informed and ill-prepared, or well-informed and well-prepared? You will ďŹ nd that information and training received pays for itself in savings when good decisions are the result. You can bet more time and money is spent when you have to revisit and ďŹ x things that didnâ&#x20AC;&#x2122;t work because you didnâ&#x20AC;&#x2122;t know how to approach them or have the information you needed in the ďŹ rst place. This is true at every level of the organization. I would hope, as responsible servant leaders, you take the time to get the information you need from whatever sources you can to make the best decision, implement the best program or buy the best product for the beneďŹ t of your students. Especially in these difďŹ cult ďŹ nancial times. Â&#x201E;

Winter 2010 I ASBA Journal 41


$6%$$IÂżOLDWH0HPEHUV AIG Retirement Group retirement plans, individual ďŹ nancial services Ann Zlamal 11201 N.Tatum Blvd., Ste. 100 0HOENIX !: 602-674-2614 www.aigvalic.com APS Energy Services Energy conservation, renewable solutions %2IO3ALADO0KWY 3TE Tempe, AZ 85281 602-744-5000 www.apses.com Accelerated Construction Technologies (formerly Modular Technology) Catherine Walley 22425 N. 16th St. 0HOENIX !: 602-272-2000 www.act-az.com Accelify Outsourced Medicaid billing service Alex Brecher 81 Spencer St. Brooklyn, NY 11205 347-922-2354 www.accelify.com Administrative Enterprises Inc. Leanne Appledorn 5810 W. Beverly Lane Glendale, AZ 85306 602-789-1170 Adolfson & Peterson Construction General contractor Tamara Caraway 5002 S. Ash Ave. Tempe, AZ 85282 480-345-8700 www.a-p.com Alvarez & Gilbert PLLC Legal services Randy McCaskill 14500 N. Northsight Blvd., Ste. 216 Scottsdale, AZ 85260 602-263-0203 www.alvarez-gilbert.com

American Building Maintenance Co. Wade Moffet 2632 W. Medtronic Way Tempe, AZ 85281 480-968-8300 American Fidelity Assurance Donna Sciulara 3505 E. Flamingo Rd., #6 Las Vegas, NV 89121 800-616-3576 Arcadis Infrastructre, environment, buildings Ed Boot 950 W. Elliot Rd., #220 Tempe, AZ 85284 480-394-0335 www.arcadis-us.com Arizona Correctional Industries Bill Branson 3701 W. Cambridge Ave. 0HOENIX !: 602-272-7600 www.azcorrections.gov Arizona School Alliance for Workers Compensation Workers compensation Tricia Costich 333 E. Osborn Rd., #300 0HOENIX !: 602-222-2110 www.azschoolalliance.org Arizona School Risk Retention Trust Mike Tiffany 333 E. Osborn Rd., #300 0HOENIX !: 602-266-4911 ASBAIT (Arizona School Boards Association Insurance Trust) Wayne Carpenter 5810 W. Beverly Lane Glendale, AZ 85306 602-789-1170 www.asbait.org

42 ASBA Journal I Winter 2010

Arizona School Boards Association appreciates the support for public education VKRZQE\LWVRUJDQL]DWLRQDODIÂżOLDWHPHPEHUV

Assured Imaging Womenâ&#x20AC;&#x2122;s Wellness of Southern Arizona, LLC David Shain 8710 N.Thornydale Rd., Ste. 100 Tucson, AZ 85742 520-744-6121 www.assuredwomenswellness.com Auto Safety House School bus sales and service Rudy Garcia 2630 W. Buckeye Rd. 0HOENIX !: 602-269-9721 www.autosafetyhouse.com The Bagnall Company Employee beneďŹ t consulting Mark W. Bagnall 1345 E. Chandler Blvd., Bldg. 1, Ste. 103 0HOENIX !: 480-893-6510 www.thebagnallcompany.com BeneďŹ t Intelligence Charles Carlson, Mark Imbrogno 4862 E. Baseline Rd., Ste. 101 Mesa, AZ 85206 480-892-4207 www.beneďŹ tintelligence.com BoardBook Tim Curtis 0/"OX Austin, TX 78767 888-587-2665 www.boardbook.org CCS Presentation Systems Julia Solomon 17350 N. Hartford Dr. Scottsdale, AZ 85255 480-348-0100 www.ccsprojects.com CN Resource LLC Rich Crandall 1930 N. Arboleda, #101 Mesa, AZ 85213 480-835-7072 www.cnresource.com Calderon Law OfďŹ ces Legal services Ernest Calderon 2020 N. Central Ave., Ste. 1110 0HOENIX !: 602-265-0004

Centennial Contractors Enterprises Lisa Bentley 1616 E. Indian School Rd., #200 0HOENIX !: 623-764-0397 www.cce-inc.com

DeConcini McDonald Yetwin & Lacy John C. Richardson 2525 E. Broadway, Ste. 200 Tucson, AZ 85716 520-322-5000 www.deconcinimcdonald.com

Chartwells School Dining School lunch management Joel Mee 11634 W. Monroe St. Avondale, AZ 85323 602-350-4876 www.eatlearnlive.com

Durrant Architects Frank Slingerland 2980 N. Campbell Ave., Ste. 130 Tucson, AZ 85719 520-318-4250 www.durrant.com

Claridge Products & Equipment Melissa Bracy 28473 N. 108th Way Scottsdale, AZ 85262 480-419-9434 www.claridgeproducts.com Core Construction Jessica Steadman 3036 E. Greenway Rd. 0HOENIX !: 602-494-0800 www.coreconstruct.com D2 Data Driven Software Education software Matt Winebright 900 Jackson St., Ste. 380 Dallas, TX 75202 972-490-4044 www.d2sc.com

eBOARDsolutions Web-based board governance software Mark Willis, Diane Sandifer 3UGARLOAF0KWY Lawrenceville, GA 30043 800-226-1856 www.eboardsolutions.com Edupoint Educational Systems Joseph Kirkman 1955 S.Val Vista Dr., #210 Mesa, AZ 85204 480-833-2900 www.edupoint.com EMC2 Group Architects Architects, planners Ron Essley 1635 N. GreenďŹ eld Rd., Ste. 144 Mesa, AZ 85205 480-830-3838 www.emc2architects.com

D.L.Withers Construction Dan Withers 3220 E. Harbour Dr. 0HOENIX !: 602-438-9500 www.dlwithers.com

Estrella Partners Group Al Uretsky 0/"OX Goddyear AZ 85338 623-594-9283 www.estrellapartners.com

DLR Group Lynnette Morrison 6225 N. 24th St., Ste. 250 0HOENIX !: 602-381-8580 www.dlrgroup.com

Fennemore Craig, P.C. Deanna Rader 3003 N Central Ave # 2600 0HOENIX !: 602-916-5000 www.fclaw.com

Dairy Council of Arizona 0ATRICIA*OHNSON 2008 S. Hardy Dr. Tempe, AZ 85282 480-966-8074 www.dcaz.org

First Financial Group of America Mike Oâ&#x20AC;&#x2122;Malley 3AN0EDRO$R.% Bldg. 1, Ste. 2101 Albuquerque, NM 87110 800-365-3860 www.ffga.com


GHD Inc. Architecture, civil engineering Terry Worcester 1501 S.Yale St., Ste. 101 Flagstaff, AZ 86001 928-774-7179 www.ghd.com

Hughes-Calihan Konica Minolta Dan Schmidt 4730 N. 16th St. 0HOENIX !: 602-244-9944 www.hc-km.com

G.V. Enterprises Project managers, procurement consulting Gordon Vasfaret 9102 W. Marshall Ave. Glendale, AZ 85305 623-872-1852 www.gventerprises.com

Kennedy Partners LLC Allison Suriano 70INNACLE0EAK2D Ste. 330 0HOENIX !: 623-374-2478 www.kennedyprtnrs.com

Gust Rosenfeld Robert Haws 201 E.Washington, Ste. 800 0HOENIX !: 602-257-7976 HDA Architects LLC 0ETE"ARKER 459 N. Gilbert Rd., Ste. C-200 Gilbert, AZ 85234 480-539-8800 Heinfeld, Meech & Co. Gary Heinfeld 10120 N. Oracle Rd., #100 Tucson, AZ 85704 520-742-2611 Homeland Educational Connections Financial consultants Rita Webb 194 N. Main St. SnowďŹ&#x201A;ake, AZ 85937 928-536-5437 Hufford, Horstman, Mongini, Parnell & Tucker C. Benson Hufford 120 N. Beaver St. Flagstaff, AZ 86001 928-226-0000 www.h2m2law.com

Miller, LaSota & Peters Jack LaSota 722 E. Osborn Rd., #100 0HOENIX !: 602-248-2900 Mohave Educational Services Co-op 4OM0EELER 625 E. Beale St. Kingman, AZ 86401 928-753-6945 www.mesc.org N.L. Booth & Son General contractor Robert Booth 3025 N. Tarra Ave. 0RESCOTT !: 928-772-0077

Kitchell CEM Program, project and construction management Karen Heck 1661 E. Camelback Rd., Ste. 375 0HOENIX !: NTD Architecture 602-266-1970 Scott Beck 2800 N. 44th St., Ste. 500 www.kitchell.com 0HOENIX !: 602-956-8844 Lewis & Roca LLP www.ntd.com Mary Ellen Simonson 40 N. Central Ave. The Oâ&#x20AC;&#x2122;Malley Group 0HOENIX !: Facilities, project, 602-262-5317 construction management www.lrlaw.com Tim Oâ&#x20AC;&#x2122;Malley, Sharon Oâ&#x20AC;&#x2122;Malley 80 W. State Ave., Ste. 300 M.L. Riddle Painting Inc. 0HOENIX !: Mike Riddle 602-906-1905 5922 N. Black Canyon Hwy. 0HOENIX !: www.omalleyaďŹ&#x201A;.com 602-277-3461 The Orcutt/Winslow Mangum Wall Stoops & Partnership Warden 0AUL7INSLOW !$EAN0ICKETT 3003 N. Central Ave., 16th Fl. 0/"OX 0HOENIX !: Flagstaff, AZ 86002 602-257-1764 928-779-6951 www.owp.com www.ďŹ&#x201A;agstaffattorneys.com

Piper Jaffray & Co. William C. Davis 2525 E. Camelback Rd., Ste. 925 0HOENIX !: 602-808-5428 www.piperjaffray.com

Rodel Charitable Foundation #AROL0ECK 6720 N. Scottsdale Rd., Ste. 380 Scottsdale, AZ 85253 480-367-2920 www.rodelfoundationaz.org

PracticeMax Inc. Medicaid billing for special education services 9382 E. Bahia Dr., Ste. B202 Scottsdale,AZ 85260 480-421-9700 www.practicemax.com

SCF Arizona Workersâ&#x20AC;&#x2122; compensation insurance Tod Dennis 3030 N.Third St. 0HOENIX !: 602-631-2000 www.scfaz.com

Professional Group Public Consulting, Inc. Caroline Brackley 212 W. Superstition Blvd., #103B Apache Junction, AZ 85220 480-797-6873 www.pgpc.org

SRP Rebecca West 0!" 0/"OX 0HOENIX !: 602-236-3578 www.srpnet.com

Pueblo Mechanical & Controls Design, build HVAC specialist Steve Barry 2775 E. Ganley, Ste. 103 Tucson, AZ 85706 520-545-1044 www.pueblo-mechanical.com

SAPA Fabricated Products Aluminum ramps, stairways, all REDD Team products Janet Wray 1617 N. Washington St. Magnolia, AR 71753 800-643-1514 www.sapafabricatedproducts.com

RBC Capital Markets John Snider 2398 E. Camelback Rd., Ste. 700 0HOENIX !: 602-381-5361 www.rbccm.com Regional Pavement Maintenance Steve Leone 0/"OX Gilbert, AZ 85299 480-963-3416 www.regionalaz.com

SPS + Architects Herb Schneider 8681 E.Via De Negocio Scottsdale, AZ 85258-3330 480-991-0800 School Reach 7IL0EARSON ,ANDMARK0ARKWAY Saint Louis, MO 63127 800-420-1479 www.schoolreach.com

Winter 2010 I ASBA Journal 43


hade â&#x20AC;&#x2DC;N Net Sun and UV protection structures Joe Reda 5711 W.Washington 0HOENIX !: 602-484-7911 www.shade-n-net.com Schaefer-Smith-Ankeney Insurance (Compass Insurance) Craig Ankeney 2002 E. Osborn Rd. 0HOENIX !: 602-956-7800 Shaffer Consulting Thomas Shaffer 1626 W. Encanto Blvd. 0HOENIX!: 602-253-4366 Smartschoolsplus, Inc. Phased retirement services Sandra McClelland 0/"OX Tempe, AZ 85284 480-839-8747 www.smartschoolsplus.com

Sodexo Katrina Lewis 1842 W. Windermere Dr. 0HOENIX !: 480-577-3503 Stone & Youngberg Financial services Bryan Lundberg 2555 E. Camelback Rd., Ste. 280 0HOENIX !: 602-794-4000 www.syllc.com

Sundt Construction Construction Edward Mullins 2620 S. 55th St. Tempe, AZ 85282 480-309-2347 www.sundt.com

Thunderbird Mountain Facilities performance services David Johnson 0/"OX Glendale, AZ 85318 623-825-1730 www.thunderbirdmountain.com

U.S. Army Access for Education Thedius Burden 11122 W. Olive Dr. Avondale, AZ 85392 623-234-4904 www.goarmy.com

Sunland Asphalt Asphalt, concrete, sport courts, tracks, turf and bleachers John McCormack 30RIEST$R Tempe, AZ 85282 602-288-5020 www.sunlandasphalt.com

Traaen & Associates, LLC Human resources management, training and organizational development 4ERI*4RAAEN %D$ $0! 4831 E. Calle Tuberia 0HOENIX !: 602-510-3989 www.traaenandassociates.com

Udall Shumway & Lyons PLC Denise Lowell-Britt 30 W. First St. Mesa, AZ 85201 480-461-5300

Summit Food Service Dave Brewer "ROADBENT0KWY.% 3TE& Albuquerque, N.M. 87107 TCPN â&#x20AC;&#x201C; The Cooperative 505-341-0508 Purchasing Network Mike Chouteau www.summitfoodservice.com 2100 N. Central Ave., #220 Summit Management Services 0HOENIX !: 602-405-9402 Michael Gonzales 14646 N. Kierland Blvd., #200 www.tcpn.org Scottsdale, AZ 85254 480-505-0427 Technology Coordinators Utilities and building www.summit-inc.net renewal projects Ed Schaffer 2116 W. Del Campo Circle Mesa, AZ 85202 888-474-5509 www.tc-az.com

44 ASBA Journal I Winter 2010

Troxell Communications Audio-visual equipment Bob Berry 4830 S. 38th St. 0HOENIX !: 480-495-4745 www.trox.com Turner Construction Construction management services Scott Ellison 637 S. 48th St., 1st Fl. Tempe, AZ 85281 480-557-4700 www.tcco.com

Valley Schools Mgmt. Group 0ATRICK$ITTMAN 0/"OX 0HOENIX!: 623-594-4370 www.vsit.org Wedbush Morgan Securities (PHS&G) Financial advisor, underwriter, investment banker Larry Given, Jim Stricklin 2999 N. 44th St., Ste. 100 0HOENIX !: 602-952-6800 www.wedbush.com


Winter 2010 I ASBA Journal 45


PRSRT STD US POSTAGE PAID PHOENIX AZ PERMIT NO 4605

Arizona School Boards Association 2100 North Central Avenue Suite 200 Phoenix, Arizona 85004

$6.00 21577Š S&L Printing 2010

Quality leadership and advocacy for children in public schools. 2nd Place Color: â&#x20AC;&#x153;Elusive Superstitions,â&#x20AC;? Veronica Harrison

1st Place Color: â&#x20AC;&#x153;Havasu Falls,â&#x20AC;? Lauren Madden

1st Place BW: â&#x20AC;&#x153;A Walk in the Park (Havasupai Nation),â&#x20AC;? Matt Brewer

3rd Place Color: â&#x20AC;&#x153;Frame the View,â&#x20AC;? Megan Thrall

2nd Place BW: â&#x20AC;&#x153;Windmill Sonoita,â&#x20AC;? Ron Lilman, Junior

3rd Place BW: â&#x20AC;&#x153;Horses,â&#x20AC;? Leslie Schonhorst

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Profile for Arizona School Boards Association

ASBA Journal - Winter 2010  

The quarterly membership magazine of the Arizona School Boards Association

ASBA Journal - Winter 2010  

The quarterly membership magazine of the Arizona School Boards Association

Profile for asba
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