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2013 CABE Legislative Priorities

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The CABE Board of Directors, membership and staff extend our condolences to the members of the Newtown community.

Our hearts are with you!

Patrice A. McCarthy, Deputy Director and General Counsel, CABE

CABEâ&#x20AC;&#x2122;s State Relations Committee recently adopted the Associationâ&#x20AC;&#x2122;s 2013 Legislative Priorities.

Successful implementation of recent education reforms culminating in the legislation adopted in 2012 requires comprehensive focus at the local and state levels. The effectiveness of these changes should be analyzed before any additional requirements are enacted. If resources are not available, the scope and pace of the implementation of these reforms must be revisited.

CABE urges Legislators to analyze each piece of legislation by asking â&#x20AC;&#x153;How will this legislation promote student achievement?â&#x20AC;? and â&#x20AC;&#x153;What is the fiscal and administrative impact on local communities?â&#x20AC;?

The priorities include:

GROTON PUBLIC SCHOOLS Interview with CAS Executive Director Karissa Niehoff Robert Rader, Executive Director, CABE Editorâ&#x20AC;&#x2122;s Note: CABE Executive Director Robert Rader sat down with Karissa

of Boards of Education Inc. Connecticut Association

Maintain funding to local communities including: â&#x20AC;˘ Educator evaluation implementation â&#x20AC;˘ Common Core Standards implementation â&#x20AC;˘ Secondary School Reform â&#x20AC;˘ Education Cost Sharing (ECS) grant â&#x20AC;˘ Alliance District funding Fully fund the Special Education excess cost grant See 2013 page 2

81 Wolcott Hill Road Wethersfield, CT 06109-1242

Support Existing Initiatives

Niehoff, Executive Director, Connecticut Association of Schools (CAS) to provide information about who CAS is and what part they will play in education reform.

Bob: Great to see you again, Karissa.

Karissa: You, too, Bob. Bob: Thank you. Tell me a little about yourself.

Karissa: I went the typical route from being a teacher and coach, and then became a Department Head, Athletic Director, Assistant Principal in a Middle School, then a High School Principal. My background has always been kind of a â&#x20AC;&#x153;renaissanceâ&#x20AC;? approach. I was a Latin See INTERVIEW page 8

January 2013

Broderick joins CABE Search Services Robert Rader, Executive Director, CABE Patrice A. McCarthy, Deputy Director and General Counsel, CABE

Dr. Mary Broderick, is joining Jacqueline Jacoby, Paul Gagliarducci and Robert King, as consultants for CABE Search Services.

Mary was the keynote speaker at the 2012 CABE/CAPSS Convention. She is well-known, not only in Connecticut, but throughout the country from her years on the board of the National School Boards Association, including serving as president.

Having served on the East Lyme Board since 1989, Mary joined the CABE Board in 1993 and in 2002-2004 served as its President. She became a member of the NSBA Board as Northeast Regional Director in 2005.

Broderick served several years as chair of the East Lyme Board of Education in 1992 and again from 1995 to 1997. She has worked closely with the Connecticut Department of Education on issues ranging from preschool education to teacher recruitment and mental health issues.

From 1994 to 1999 she served as co-chair of a regional forum on quality and diversity in education.

In her â&#x20AC;&#x153;spareâ&#x20AC;? time, which is obviously quite sparse, she completed her Educational Leadership Doctorate at the University of Connecticut. She also works to help support school/community partnerships for the William Caspar Graustein Memorial Fund.

Mary brings a wealth of experience, knowledge and other critical skills to this See BRODERICK page 2

INSIDE THIS EDITION President Commentary ......................... 2 Executive Director Commentary ........... 3 Board of Education Committees .......... 4 See You in Court .................................. 5 Blumenthal speaks on upcoming federal budget cuts ......... 6 View from the Capitol ........................... 6 Appellate Court reaffirms judgement on residency issue ......... 9 Media Tips ..........................................11

Periodical Postage PAID Hartford, CT

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The Journal

– Connecticut Association of Boards of Education • January 2013

PRESIDENT COMMENTARY Cafeteria Conversation Zach, a high school senior, asked me if I had eaten in the cafe recently. Upon saying no, he invited me to join him and his classmates for first wave lunch one day. I accepted his offer, looking forward to sampling some of the new items on the menu and conversing with students.

A wide variety of offerings were being served that day. Once I decided on my meal choices, I found Zach, Justin and Brian at the front table near the main entrance.

Zach’s first words to me were “Bring back the bacon!” not an uncommon statement echoed by many students across our districts. When I asked if he and his fellow students knew the reason for the new changes in the cafeteria menu, they replied, “creating a healthier generation of children; combating obesity, making an impact on healthy choices and better performance in the classroom.”

CABE President Lydia Tedone talking with students.

Despite their passion for bringing back bacon, it seems they did have some awareness about the purpose of nutritional standards. Seizing the opportunity, I showed the students the recent Nutrition Services update presented to our Board – the current practices, progress, requirements and goals for the new USDA standards.

Glancing at the slide regarding Communicating the Changes, the students asked how they could be part of that change, how they could be more involved and impact future decisions.

Picking up on this last comment, I asked the students their thoughts on challenges facing education today.

Having the awareness of the state of the economy, declining budgets and curriculum changes, they focused on their lives as students. They mentioned the importance of Performing Arts, not as a pastime – but as brain stimulator to culture. They noted that reading makes connections, and urged that we invest in curriculums that instill passions and stimulate an interest in learning.

Furthermore, if budgets are tight, we should focus more on individual learning while still looking at the whole.

Other comments focused on what happens in the classroom. For example, one student observed that when teachers are disengaged, there is no longer the enjoyment of learning something. Justin was emphatic in his opinion that students need more challenging skill sets for real world applications instead of just focusing on tests and quizzes. He concluded standardized testing doesn’t really measure their work on projects, their value in the community, or their social skills. We need to get away from a reliance on standardized testing and move toward more qualitative and effective methods of assessing what students know and are able to do.

As throngs of students passed by our table, and the time was getting late, the boys were still very engaged in conversation. When I asked what “success in the classroom” means to them, they responded that it was “focusing on learning new concepts, grades earned, and an increased outreach for learning, whether that consists of field trips or guest lecturers from course professions.”

The conversation neared to an end with a focus on 21st Century Skills. The students agreed that there was a vital need for personal and communication skills; knowledge of how to adapt to ever changing environments; and the ability to focus on tasks and the tools needed for future workplaces.

As I hastily finished the last of my nutrient-dense

meal, the students’ comments ranged from closing the Achievement Gap to the recent School Ratings Index with the key points relating to kids’ interests, passions, interactions and connections to the classroom.

As the boys stood to be swept away with the rest of the crowd of students hurrying to get to their Lydia Tedone class before the bell, they offered a few final comments, including, “Everyone wants high ratings, but when ratings are low we should be asking what are we doing here, because we’re not doing something right and how can we motivate to improve.”

Bolting for the door, Justin said the best thing in his U.S. Government class is “talking about the real world… talking about education…”

I had plenty of food for thought as I sorted my disposable tray and utensils into the appropriate bins, listened to all the cafeteria chatter, watched students pass dressed in every kind of apparel, from ties to pajama bottoms, and observed a paraprofessional assisting a student with special needs in eating; I reflected on this day’s conversations – education is not one size – it fits ALL.

2013 CABE Legislative Priorities (continued from page 1)

Address Achievement Gap • Support opportunities for expanded learning time to accelerate student achievement.

• Increase access to early childhood programs and full-day kindergarten • Provide support to low performing students, utilizing research based best practices

Maximize Resources • Reduce constraints on the delivery of education • • • •

and remove mandates that fail to promote student achievement Place the burden of proof in special education due process hearings on the party challenging the placement Support interdistrict collaboration Raise the dollar threshold for school construction projects subject to prevailing wage Continue to focus the State Department of Education resources on support to local districts rather than enforcement of instructional mandates

Broderick joins CABE Search Services (continued from page 1) important position. She is known for her facilitation skills, serving as Chair of the CABE Vision Committee and has worked with school boards on governance in their districts.

Bob Rader stated that, having worked with Mary for many years, she is “a role model for board members and has mentored many. She believes that school boards have a unique position in ensuring that children be given time to be creative and to incite a passion for learning.”

Patrice McCarthy noted that “Mary’s professional expertise and her leadership experience at the local, state and national level will be great assets in helping districts find the right match for their educational leader.”

The CABE Board of Directors created Search Services to empower boards to make the best decisions possible on the hiring of their superintendents, help provide another alternative to the few search firms available and to enhance CABE’s reputation for working with integrity in a difficult area.

With Mary joining our team, the Service will be strengthened and we well be even better at serving the needs of our members.

CABE Board of Directors EXECUTIVE COMMITTEE Lydia Tedone .................................................. President, Simsbury Richard Murray ............................. First Vice President, Killingly Ann Gruenberg ........... VP for Government Relations, Hampton Stephen Wright ............. VP for Professional Development, Trumbull Robert Mitchell ............................ Secretary/Treasurer, Montville Don Blevins ........................................... Immediate Past President John Prins ........................................................... Member at Large

AREA DIRECTORS Susan Hoffnagle ....................... Area 1 Co-Director, Winchester Mari-Ellen (Mimi) Valyo ........ Area 1 Co-Director, Winchester Daniel Santorso ........................... Area 1 Co-Director, Plymouth Becky Tyrrell ................................. Area 2 Co-Director, Plainville Susan Karp ..................................... Area 2 Co-Director, Glasbonbury Don Harris ........................................ Area 2 Co-Director, Bloomfield Laura Bush .................................................. Area 3 Director, Vernon Douglas Smith ...................................... Area 4 Co-Director, Plainfield Steve Rosendahl .............................. Area 4 Co-Director, Woodstock Gavin Forrester ................................... Area 6 Co-Director, Stratford Elaine Whitney ................................... Area 6 Co-Director, Westport Sheila McCreven ........................... Area 7 Co-Director, Woodbridge John Prins ............................................ Area 7 Co-Director, Branford Pamela Meier ............................................. Area 8 Director, Madison Gail MacDonald .................................... Area 9 Director, Stonington

ASSOCIATES Eileen Baker ........................................... Associate, Old Saybrook Sharon Beloin-Saavedra .......................... Associate, New Britain Gary Brochu ........................................................ Associate, Berlin Robert Guthrie .......................................... Associate, West Haven Cal Heminway ................................................... Associate, Granby COMMITTEE CHAIRS Elizabeth Brown ............................ Chair, State Relations, Montville Beverly Washington ....................... Chair, Federal Relations, Groton Becky Tyrrell ....................................... Chair, Resolutions, Plainville

CITY REPRESENTATIVES Jacqueline Kelleher ......................... City Representative, Bridgeport Matthew Poland ................................. City Representative, Hartford Carlos Torre ................................... City Representative, New Haven Polly Rauh ......................................... City Representative, Stamford Charles Stango ............................... City Representative, Waterbury

STAFF Robert Rader ...................................................................... Executive Director Patrice McCarthy ................................ Deputy Director and General Counsel Bonnie Carney ........................................... Sr. Staff Associate for Publications Nicholas Caruso ............................................ Sr. Staff Assoc. for Field Service and Coord. of Technology Sheila McKay ............................ Sr. Staff Associate for Government Relations Kelly Moyher ......................................................................... Sr. Staff Attorney Vincent Mustaro ..................................... Sr. Staff Associate for Policy Service Lisa Steimer .............................. Sr. Staff Assoc. for Professional Development Teresa Costa ............................... Coordinator of Finance and Administration Pamela Brooks ......................... Sr. Admin. Assoc. for Policy Ser. /Search Ser. Terry DeMars .............................................. Admin. Assoc. for Policy Service Melissa Dickinson ........................... Admin. Assist. for Membership Services Gail Heath ...................................... Admin. Assoc. for Government Relations Wilmarie Newton ...................................... Admin. Assoc. for Labor Relations Corliss Ucci .............................. Receptionist/Asst. to the Executive Director

The CABE Journal (ISSN 1092-1818) is published monthly except a combined issue for July/August as a member service of the Connecticut Association of Boards of Education, 81 Wolcott Hill Road, Wethersfield, CT 06109, (860) 571-7446. CABE membership dues include $30 per person for each individual who receives The CABE Journal. The subscription rate for nonmembers is $75.

Association membership dues include a subscription for each board member, superintendent, assistant superintendent and business manager. The companies and advertisements found in The CABE Journal are not necessarily endorsed by CABE. “Periodicals Postage Paid at Hartford, CT.” POSTMASTER: Send address changes to The CABE Journal, CABE, 81 Wolcott Hill Road, Wethersfield, CT 06109-1242. Email: bcarney@cabe.org.

Members can find the CABE Journal online at: www.cabe.org/ userlogin.cfm?pp=84&userrequest=true&keyrequest=false& userpage=84

The Journal

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– Connecticut Association of Boards of Education • January 2013

EXECUTIVE DIRECTOR COMMENTARY

CABE Affiliate Members BUSINESS AFFILIATES DIAMOND MEMBER ACT, Inc. - Northeast Region Finalsite GOLD

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BRONZE PLUS MEMBERS Brown & Brown Insurance Friar Associates Goldstein & Peck, P.C. Lindburg & Ripple O & G Industries The S/L/A/M Collaborative Trane Whitsons School Nutrition

BRONZE MEMBERS Chinni & Meuser LLC Dattco Inc. Fuller & D’Angelo Architects and Planners Kainen, Escalera & McHale, P.C. The Lexington Group Muschell & Simoncelli Ovations Benefits Group

EDUCATIONAL AFFILIATES American School for the Deaf Area Cooperative Educational Services Capitol Region Education Council The College Board Connecticut Association of School Business Officials Cooperative Educational Services Connecticut Center for School Change Connecticut School Buildings and Grounds Association EASTCONN EDUCATION CONNECTION LEARN Unified School District #1

A Bar Exam for Teachers?

As someone who suffered through three years of law school and six weeks of intense studying to pass the New York State Bar Exam, I was greatly intrigued by an American Federation of Teachers (AFT) press release which stated that, “All future teachers should be required to meet a universal and rigorous bar that gauges mastery of subject-matter knowledge, much like the bar exam lawyers must take before they can enter the legal profession, and demonstrates competency in how to teach”.

AFT President Randi Weingarten said “It’s time to do away with a common rite of passage into the teaching profession – whereby newly minted teachers are tossed the keys to their classrooms, expected to figure things out, and left to see if they and their students sink or swim. This is unfair to both students and their teachers, who care so much but who want and need to feel competent and confident to teach from their first day on the job.”

That is not the way it is in Connecticut, with the Praxis I and II and the Teacher Education and Mentoring program (TEAM). And, there are new requirements in the education reform agenda passed last year.

Still, it’s an interesting idea to consider because it can provide districts with additional information and a “seal of approval” as they hire new staff.

Raising the Bar The recommendations from the report, “Raising the Bar – Aligning and Elevating Teacher Preparation and the Teaching Profession” include three changes to “truly improve teacher prepar-ation and, by extension, teaching and learning.”

They are: • All stakeholders…must collaborate to ensure that teacher preparation standards, programs and assessments are aligned around a well-grounded vision of effective teaching.

• Teaching, like the medical, legal and other professions, must have a universal, rigorous entry assessment that is multidimensional.

Its components include subject and pedagogical knowledge and demonstration of teaching performance – in other words, the ingredients to be a caring, competent and confident new teacher. This assessment (the “bar exam”) would be required of all future teachers, whether they enter the profession through the traditional or an alternative route.

• Primary responsibility for setting and enforcing the standards of the profession and for ensuring quality and coherence of teacher preparation programs must reside with K12 teachers and teacher educators.

Now, you may not agree with all of this. CABE would certainly be concerned about the third point, in particular,

in that while teacher input into ensuring quality is not only appropriate, but necessary, maintenance of State Board of Education authority over teacher certification standards is critical to ensuring appropriate standards.

Aside from that, however, we are at a fascinating and defining moment in how teacher quality, as it relates in particular to the learning of our children, is raised.

There are 14 pilot districts which are continuing to implement the State Board of Education-approved performance evaluation and support program. While, as of this writing, full compliance by all districts is expected in 2014, we know that there are many ongoing issues that will be informed by the UConn study of how this is working and Commissioner Stefan Pryor is examining both imple-mentation and timelines for this important initiative.

How this somewhat complicated and controversial, but as a whole, positive program goes forward and whether it succeeds in increasing student achievement by raising teacher “standards” is not yet answered. Whether perceived obstacles such as: principals don’t have time to do this work, too much is based on test scores and that teachers will feel “pitted against each other” are reality or just belief by some, will take years to determine.

Greater success in student achievement would be an outcome we hope is a result of the new program.

EPAC At the same time that boards are gearing up to move the initiative forward, the State Department of Education has been working with representatives of school boards, superintendents, teachers and higher education leaders at the Educator Preparation Advisory Council (EPAC) in order to develop a system for the approval, quality, regulation, oversight, and accreditation of Connecticut educator preparation programs with the goal of the following: • Improving the preparation of teachers and school leaders; • Ensuring educator preparation programs are well-aligned with the needs of Connecticut’s schools and districts; • Recommending reforms to the state’s educator certification regulations so that state policies align with an outcome-based system of accreditation and oversight; and • Establishing rigorous standards for acceptance into teacher and administrator preparation programs.

At the first EPAC meeting, Commissioner Pryor stated that across the United States, only 23 percent of teachers come from the top third of their classes and in high-poverty schools, only 14% come from the top third. In Finland, Singapore and South Korea, all known for having terrific education systems as judged by international tests, 100 percent of teachers come from the top third.

It is critical that even at a time when we may have to lay off still more teachers, that those who remain are high-quality, with the knowledge and skills to provide the best education possible to all of our

Robert Rader

children. We must find ways to keep excellent teachers in underperforming schools and school districts as well as match those who can excel in such schools to those where they are most needed.

Teaching is an honorable profession and obviously vital for our school districts. Members of the profession provide a critical service for society. It may not pay as much as other

Connecticut AFT Comments on the “Bar Exam” “The proposal by the AFT Teacher Preparation Task Force to move toward a standard for ensuring that every teacher is ready to teach makes sense,” said Melodie Peters, president of AFT Connec-ticut. “Just as Connecticut is im-plementing Common Core Standards in education to ensure every child is receiving the same level of instruction, it’s logical for us to expect that all our teachers meet certain standards. This complements the work we have been doing to develop and promote comprehensive teacher development and evaluation systems, end the testing fixation, and ensure that educators have the resources, tools, time and trust they need to be successful. By working together with organizations like the National Board for Professional Teaching Standards, we can develop a system that ensures that new teachers are prepared for their profession.”

professions, but it needs to be so attractive that our best and brightest think seriously about spending their careers teaching our future leaders.

It is up to school boards and superintendents to make sure we have the besttrained and equipped employees we have to do the difficult job that is the mission of public education.

I think that the AFT’s recommendation of a “bar exam” is well worth considering if we are to help our teacher candidates have the skills they need to be the best that they can be.

A copy of the AFT report can be found at http://www.aft.org/newspubs/ press/2012/120212.cfm

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The Journal

– Connecticut Association of Boards of Education • January 2013

Board of Education Committees Vincent A. Mustaro Senior Staff Associate for Policy Service, CABE

It is common for boards of education to establish standing and/or advisory committees in order to facilitate the board’s work. The establishment of committees depends on the size of the board, the number and complexity of issues that require board attention and the board’s governance philosophy.

Board committees with an appropriate “charge” can significantly assist the board in its routine work and in its decision-making process. Board committees are commonly used to explore and make recommendations on time-consuming problems and issues.

Connecticut law permits the use of committees. Many boards make extensive use of committees of various types.

However, it must be emphasized that board committees cannot act for the board, except as authorized by law or by board action. Only the board, meeting with a quorum in a properly called session, is empowered to determine policy and make binding decisions on any issue.

Standing Committees Standing committees are established to perform a continuing function. They usually remain in existence indefinitely, although the membership of the committee may change. Appointments to the board’s standing committees usually take place at the board’s annual organizational meeting.

The number of board members assigned to a standing committee depends on the size of the board, the number of standing committees and the scope of the committee’s jurisdiction. The superintendent serves as an ex officio member of standing committees.

Most boards also include its chairperson as an ex-officio (non-voting) member of standing committees; although some boards allow the chairperson to vote. The role of the board chairperson on standing

committees should be made clear in the board’s bylaws.

Standing committees must be cautious not to usurp administrative responsibility or interfere with the working relationship of the full board and the superintendent and staff. Further, a standing committee should not be considered so knowledgeable and powerful that the board merely becomes a “rubber stamp” for committee recommendations.

The thinking of some members of the board should not be substituted for the thinking of the entire group. Therefore, if the board uses standing committees, it is important to make sure they operate to facilitate and, if necessary speed up board decisions, not to avoid deliberation and determination by the full board. Common standing committees often include curriculum, finance, personnel, policy, technology and facilities.

Special Committees In contrast to standing committees, special committees, also known as ad hoc, special or advisory committees, are appointed to perform a specific task in a certain amount of time and are discharged when the task is completed. They are essentially fact-finding, deliberative and advisory bodies that submit reports and recommendations to the board on specific issues.

While standing committees are comprised solely of board members, ad hoc, special or advisory committees may include non-board members, usually people with experience, knowledge or interest in particular issues.

Such citizen involvement in committees can be a source of future candidates for board membership. Committee members often become more interested in the schools and in board service.

The charge or instructions given to an advisory committee, clarify the board’s intent and expectations and should include the following, preferably in writing:

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A. The purpose of the committee, the specific issue(s) for study, and/or the scope of the committee’s activity; B. The composition of the committee, including designation of voting and non-voting members, if applicable; (the Board should specify whether the advisory committee chair is to be appointed by the board chairperson or selected by members of the committee) C. The length of time each member is expected to serve; D. The role of the committee being advisory only; E. The resources the board will provide to assist the committee in completing its task; F. The expectations regarding the committee’s relationship with the board, the superintendent and school system personnel; G. The designation of the individual who will be responsible for providing information to the public concerning the committee and its work; H. The time and place of the first meeting; I. The timeline for progress reports to the board and/or other activities; and J. The date on which the board expects

to receive a final report or recommendation and dissolve the committee.

All advisory committee meetings are open to the public except as may otherwise be provided by law. Committee reports and minutes of advisory committee meetings are public information subject to the Freedom of Information statute.

Committees of the Whole The board also might meet as a committee of the whole to discuss matters of policy and to work on specific tasks. All board members who can attend meet to consider defined issues unencumbered by other topics or by a need to progress through a regular board meeting agenda.

The Freedom of Information Act applies to all committee meetings. Committee meetings must be open to the public. Therefore, this includes the need to appropriately post all meetings, to maintain minutes and to have those minutes available for public inspection.

Policy Implications Several board bylaws relate to this topic. They are available upon request from the CABE.

CABE Search Services Are you looking for a superintendent, central office administrator or principal?

Contact CABE Search Services at www.cabe.org for information.

For an update or more information on vacancies go to our website: www.cabe.org For more information contact, CABE Search Services, Jacqueline V. Jacoby • 860-539-7594 Mary Broderick • 860-739-7866 Paul Gagliarducci • 413-218-5692 Bob King • 203-461-0388 P.O. Box 290252, Wethersfield, CT 06129-0252 www.cabe.org/support • Equal Opportunity Employers

The Journal

– Connecticut Association of Boards of Education • January 2013

5

See You in Court – The Nutmeg Board of Education

The Nutmeg Board deals with paraprofessional collective bargaining issues Thomas B. Mooney, Esq. Shipman & Goodwin

The Nutmeg Board of Education makes many mistakes. The latest imbroglio created by the board will be reported here each issue, followed by an explanation of what the board should have done. Though not intended as legal advice, these situations may help board members avoid common problems.

Last summer, the Nutmeg Board of Education voted to freeze paraprofessional salaries for the third year in a row.

Mr. Superintendent had warned that the Board would thereby be inviting another union to town.

Sure enough, the paraprofessionals promptly moved to unionize, and last August, Mr. Superintendent received a petition from the Nutmeg Organization for Paraprofessional Equity (NOPE) seeking recognition as the bargaining representative for Nutmeg paraprofessionals.

The State Board of Labor Relations promptly verified the signatures on the petition and called an election. Board

member Penny Pincher was in high dudgeon when she heard about the pending election, and at the next meeting of the Board, she warned that the Board could not guarantee continued employment of paraprofessionals in Nutmeg if they voted to elect NOPE to represent them.

However, despite Penny’s speech, NOPE was elected bargaining representative by a vote of 43 to 1.

At its next meeting, the Board went into executive session to discuss negotiation strategy. Veteran Board member Bob Bombast loves to be in the thick of things, and he lobbied hard to head up the Board negotiations committee. After considering even worse alternatives, Mr. Chairman gave in and appointed Bob negotiations chairperson. Then the trouble started.

Bob immediately sent an email out to Mal Content and Red Cent, the other members on the committee. “Let’s do this ourselves,” it began. “There is no need to get lawyers in involved. In fact, let me see what I can do on my own. I don’t

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think we need to worry about the language as long as we can keep the costs low. I will do my best to keep the increase below 2% and I will let you know how it goes.”

Without waiting for a response, Bob invited Bruno, the union negotiator, out to lunch. Bruno proposed that the Board adopt the union’s standard contract, and Bob took it, saying that he was sure it is fine.

“The big issue,” Bob explained, “is salary. If we agree to your language, can we keep the salary increase at 2%?”

Bruno stepped away from the table to make a call, and he promptly came back to respond.

“We can do the 2%. Of course, it should apply to each of the last three years as well, when the Board gave us bupkis. We will be reasonable and not look for retroactivity, but we need to make up that lost ground.”

Bob was relieved that the Board was not going to have to pay retroactively for those past years, and he figured he should take the deal while he could. Bob wrote “2%/yr 2010-2011, 2011-2012 and 2012-2013 no retro” on the cover of Bruno’s model contract, and he and Bruno initialed it as a tentative agreement. What happens next?

In the normal course, a tentative agreement would be brought back to the board of education for ratification.

However, nothing about this situation was normal. Collective bargaining is one of the most important responsibilities boards of education have, and a clear understanding of the process is essential.

Starting at the beginning, we note that school employees in Connecticut have a broad right to designate bargaining representatives. That right imposes concomitant obligations on school officials.

First, it is improper to threaten adverse consequences if employees exercise this right, and Penny’s comments at the Board meeting may be seen as illegal interference with the protected right to organize into a union. Second, once a union has been elected or otherwise designated to represent employees in the bargaining unit, the employer must deal solely with the union to make changes in working conditions.

Individual negotiations (e.g., “Sally, would you work Saturday for $200?”) are prohibited.

Boards of education must also think carefully about its bargaining representatives. Often board members are included on the negotiations team, and their participation is appropriate.

However, it is important that the negotiations team include the people with the right experience to make informed decisions about proposals, particularly language proposals. Board members may

not always know the implications of certain proposals, and the administrators and other employees who must work with the covered employees and the contract should be key members of the team.

Bob made a serious error in presuming that language was unimportant. Language provisions govern working conditions, and when and how employees may be required to work directly affect district operations (and costs).

Here, Bob was penny-wise and poundfoolish in figuring that he didn’t need legal counsel and that language was unimportant. As but one example, the definition of grievance is very significant; a broad grievance definition delegates broad authority to a grievance arbitrator, while a narrow definition limits review to specific contract provisions.

A fundamental problem here is that Bob and the Board did not have a clear understanding in advance of the procedures for moving through negotiations to the final agreement.

Typically, the Board, generally acting through the chairperson, appoints an appropriate committee, and the full board gives that committee guidance, especially on the financial terms of the agreement.

The full committee, not a lone ranger, then meets with the union and negotiates the new contract.

The committee periodically reports back to the full board. When a comprehensive agreement is reached, the committee signs a tentative agreement, which then comes back to the full board for ratification.

The tentative agreement has great significance. If it is rejected, the negotiations proceed to arbitration. In arbitration, the panel will give great weight to the tentative agreement. Accordingly, it is important that a committee sign a tentative agreement only if it is quite certain that it will be ratified by the full board of education.

Finally, we note that Bob sent emails about negotiations out to the committee.

Significantly, email communications concerning negotiations do not pose the usual email problems of confidentiality and potentially-illegal meetings.

First, such emails are not subject to public disclosure because they relate to collective bargaining strategy. Moreover, since the FOIA definition of a “meeting” excludes “strategy or negotiation with respect to collective bargaining,” board committees or even the full board can communicate and even make decisions concerning collective bargaining over email without worrying about their having an illegal meeting.

Attorney Thomas B. Mooney is a partner in the Hartford law firm of Shipman & Goodwin who works frequently with boards of education.

Mooney is a regular contributor to the CABE Journal.

6

The Journal

– Connecticut Association of Boards of Education • January 2013

Blumenthal speaks on upcoming federal budget cuts Robert Rader, CABE Executive Director, wrote a letter to Senator Blumenthal and other members of the Connecticut delegation regarding the federal budget cuts that are slated to be imposed on our students and schools, if sequestration becomes effective in January, 2013. Below is Senator Blumenthal’s response to Mr. Rader.

From: Date: To: Subject:

Senator Richard Blumenthal December 12, 2012 Robert Rader Response To Your Inquiry

Dear Mr. Rader, Thank you for your message regarding investments in education. I appreciate hearing from you. I applaud the wonderful work you are doing with the Connecticut Association of Boards of Education, and appreciate your efforts to ensure that potential budget cuts do not cause harm to students in Connecticut.

A strong education system is critical to America’s success in the global economy. To guarantee our children are ready to enter this competitive environment, we must provide students with a rigorous, engaging, and well-rounded education.

Too often, the federal government passes new requirements and fails to provide adequate resources to implement them. State and local governments must contribute to the education of our students, but they cannot shoulder that burden alone. In this difficult economic period, federal education funding has been

targeted for cuts. Yet, this is precisely the time when we need to invest in tomorrow’s workforce by funding highquality early childhood education programs, creating systems to attract the most effective teachers to classrooms, and increasing access to post-secondary education.

Federal funding for education programs is set to be cut under a process known as sequestration as a result of the Budget Control Act of 2011. I strongly believe that any deficit-reduction plan should not cause unwarranted harm to the future of our children. A letter from the Department of Education assured school officials that the sequestration process would not affect funding for the 2012-2013 school year. However, as the debate over the education budget continues, I will continue to make certain that all cuts are smart cuts that do not harm our competitiveness as a nation, and the federal government has the resources necessary to maintain our important investment in the education system. I am pleased to serve on the Senate Health, Education, Labor, and Pensions Committee, which has responsibility for writing education policy and will certainly keep your views in mind.

Thank you again for your message. If you have further questions or concerns, please do not hesitate to contact me again.

Sincerely, Richard Blumenthal United States Senate

View from the Capitol 2013 Session of the Connecticut General Assembly The 2013 session of the Connecticut General Assembly began in the wake of continued projections about a significant state budget deficit in both 2012-13 and 2013-14. Given the magnitude of the deficit, every line item in the state budget will be subject to great scrutiny. It is imperative that board members meet with their legislators to discuss the school reform efforts underway, and the resources necessary to implement these new state requirements. Development of a biennial state budget for 2013-15 will be extremely difficult in this economic environment.

CABE’s Day on the Hill on March 6 is another opportunity for you to meet with your legislators.

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The Journal

– Connecticut Association of Boards of Education • January 2013

7

8

The Journal

– Connecticut Association of Boards of Education • January 2013

Interview with CAS Executive Director Karissa Niehoff (continued from page 1)

teacher and a Health and Physical Education Teacher and Coach, and student activities adviser.

Becoming the Executive Director of CAS was a surprise. Just as I had finished my doctorate I was thinking I would pursue a superintendency and then this opportunity came along, so it’s a thrill.

I’m still involved at the national level with athletics with the Olympic Committee and USA Field Hockey and that’s the other half of our association, so I’m enjoying the work very much.

Bob: Karissa, you are the Executive Director of the Connecticut Association of Schools. What is the Connecticut Association of Schools (CAS)?

Karissa: We are a nonprofit association that has two primary thrusts to our work. The first is academic. We provide professional development and facilitate the development of aspiring school leaders. So, our primary constituents are Principals, Assistant Principals, and teams of emerging leaders and administrative aspirants. We also facilitate a relationship between retired school leaders and sitting administrators who might need a mentor or a coach.

We bring in kind of an “executive coach” as a way of capitalizing on the wisdom of our retired administrators, and using them as active mentors. Our professional development efforts encompass a wide range of activities from single-shot workshops through ongoing series of workshops through weekend experiences utilizing Connecticut expertise or bringing in experts from the outside.

Bob: Terrific. What role is CAS playing in the roll out of the performance evaluation and support system?

Karissa: We are specifically in charge of delivering the training around the administrator model; although our staff and trainers have been trained in both teacher and administrator models. So in addition to facilitating orientation and training sessions we are also providing some ongoing support with districts, non-pilot districts going through the same experience.

Matching up the current plan and the future we will provide some work with the complementary evaluator law.

Bob: Do you think that Principals will have the time to do the observances, the feedback sessions, the writing up of the reports and carrying through on anything that the administration has to do in support of teachers?

Karissa: I think it’s going to be tremendously difficult for Principals given the current system that is in place and their current typical job descriptions. On the Principals’ plate you run the gamut of responsibilities, from the management of the entire building and staff, through statutory requirements that have to do with any number of things. And, now, they really need to focus on what they want to be doing, such as instructional leadership, and bringing schools into alignment with the Common Core.

We have school climate issues, and all sorts of things that they need to address.

On any day we could have one student incident or another type of crises that occurs and the day is devoted to that.

Things are going to need to change in order for Principals to do this work right.

We are hearing that from them. It’s not that they don’t believe in the substance of the work at all, they want to do it well, but they are really challenged with where they can create that time to get it done well.

Bob: Can you explain where districts are in terms of implementing the Common Core Standards?

Karissa: There are pockets of activity going on right now. Certain districts are further along than others. Everyone is aware, everyone is seeking professional development, but in terms of actual onthe-ground implementation, very few places have it underway. And, even in those districts, you will have some schools more advanced than others. So, the awareness is at a high level, our curiosity is engaged, but the work being done right now directly with students and teachers is minimal.

Bob: Tell us about CIAC. What does it stand for and what is the role it plays?

Karissa: CIAC stands for Connecticut Interscholastic Athletic Conference.

Basically, we are the governing association for interscholastic athletics, high school sports, and student activities, so that’s the other branch of our umbrella association CAS-CIAC. So, we are responsible for facilitating all sport seasons, tournaments, and overseeing schools adherence to bylaws and regulations that often are, established by the National Federation of State High School Associations. They’re the oversight organization, the “mothership”, so to speak, and each state has an association like ours that governs interscholastic athletics and student activities. So, that is quite a complex association under CAS, Even though we have just six or seven staff members, it is avery busy part of what we do.

Bob: Over the years there has been a lot of talk about drug issues with student athletics. Where do we stand at this point?

Karissa: There are definitely regulations in place that all schools have incorporated that speak to being anti-chemical and by “chemical” I mean even performance enhancing substances that may not be typically considered drugs. Even the use of caffeine drinks in vending machines are included. So, in addition to bylaws, you have school and district policies that are anti-drug, but we also have a program evaluation model that incorporates chemical free initiatives into expectations of school athletic programs.

So, we have standards for them to meet.

We even have criteria for our rewards and recognition programs that are based on having chemical free initiatives and expectations.

Connecticut Association of Schools Executive (CAS) Director Karissa Niehoff being interviewed by Robert Rader, Executive Director, CABE.

Bob: One of the Student Athletic big issues that has come up over the last few years is concussions. Does CIAC have a specific policy on what to do when a child has a concussion?

Karissa: We do, and actually we have received a lot of support from the Legislature in working on that. Connecticut was one of the first states to actually states to pass a law about concussion education for coaches. All coaches must be certified.

We have regulations in place, they are guidelines - basically they describe behaviors that should take place, but, in support of the statute, if a student athlete is suspected to have sustained a head injury and a concussion is a concern, they must come off the field of play and they cannot return until they have received clearance from a physician, registered nurse, or an athletic trainer. People with MD’s like chiropractors are not considered medical “experts” because they haven’t received the specific concussion training.

Bob: What else should school boards know about the work of Principals?

Karissa: First and foremost, it’s the role of the Principal within the school leadership context. Understand that role to be extremely unique and that it includes some responsibilities that might be distributed elsewhere. Boards should look at the job description and support initia-

tives that would distribute leadership, develop leadership, develop human capacity.

I wouldn’t say the Boards just find more money to hire another person to make the job easier. I don’t think that’s the right answer, but we need to find ways to make the job more effective and take some of the things off the plates of Principals. Maybe we can go to someone else and develop leadership within the ranks.

I don’t think throwing money at a problem is the way to go so be creative, support their work, have a relationship with your Principals.

Most Boards in my experience have been wonderful about listening to what’s going on and being at events their work and their presence.

The last thing I will say in regard to the Board/Principal relationship is from a broader altitude and that’s the great appreciation we have had at CAS with our working relationship with CABE and CAPSS. It has been really fantastic to feel your support in terms of the role of Principals when we have been at largescale meetings and so, on a grand level, we are really appreciative of our relationship.

Bob: As do we.

Karissa: Thank you, Bob. Bob: Thanks, Karissa.

State Relations Committee met to establish priorities for 2013

Members of the CABE State Relations Committee met in the CABE Office on December 11 to establish the Legislative Priorities for the 2013 Legislative Session of the Connecticut General Assembly.

The Journal

9

– Connecticut Association of Boards of Education • January 2013

Don Blevins receives 2012 Philip S. Fenster Distinguished Service Award Don Blevins, former member of the Waterford Board of Education and CABE Immediate Past President, was honored at the CABE/CAPSS Convention with the 2012 Philip S. Fenster Distinguished Service Award. Dr. Phil Fenster was a member of the Danbury Board of Education.

For the many years he was active in CABE, he also served as President. Phil was a quiet, thoughtful and committed example of effective leadership. In presenting the award to Don, President Lydia Tedone said “it is a pleasure to honor a person who exemplifies the spirit of service so characteristic of Phil” Don Blevins served for 12 years on the Waterford Board of Education, two of those years as board chair. He served CABE as Resolutions Committee Chair in 2007; as Vice President for Government Relations 2007-2008; as CABE First Vice

December 11, 2012

Legal Implications of the New State Board of Education Guidelines for Evaluations CABE Office, Wethersfield

President 2008-2009 and as President 2009-2010.

Additionally, Don testified before the General Assembly and represented Connecticut school districts on various state committees and commissions. Like Phil, who received a Masters in Library Science after a career as an orthodontist, Don is a lifelong learner. Don recently enrolled in the Masters program in Physics at UCONN! Nationally, Don represented Connecticut at the NSBA Convention, the NSBA Delegate Assembly and served as a Connecticut Delegate to the NSBA Federal Relations Network Conferences.

Congratulations, Don! Patrice A. McCarthy,

Based on the plain text of C.G.S. §10186 and §10-220, there is no statutorily mandated exception to the residency requirement for free school accommodations for students displaced from a town by natural disaster. Enrico Mangiafico purchased a residence in Farmington and moved in with his family in Feb. 2006. The family received mail there, paid taxes on it and listed the address on their motor vehicle registrations.

In April 2006, for construction, the family returned to their New Britain property. In June 2006, heavy rain caused structural damage to the Farmington property rendering it uninhabitable.

Mangiafico’s insurance company refused to distribute insurance proceeds to repair the property.

In Sept. 2007, Mangiafico’s children began attending Farmington schools.

Following a complaint and investigation, the school board notified Mangiafico that because his children were not Farmington residents they would not be permitted to attend Farmington schools after Jan. 2009.

Mangiafico requested a hearing and explained his intention to return to the Farmington property. He did not know when that would occur. The board concluded that the children were not Farmington residents and not entitled to free school accommodations.

The Superior Court dismissed

Participants from around the state gathered in the CABE office to hear the latest information on the new evaluations guidelines.

Deputy Director/General Counsel, CABE

Robert Rader, Executive Director, CABE

Appellate Court reaffirms judgment on residency issue Kelly B. Moyher, Sr. Staff Attorney, CABE

Daniel P. Murphy, Esq. and Frederick L. Dorsey, Esq., Kainen, Escalera and McHale, updated particpants on the status of the law as it relates to teacher evaluations and the relationship to student achievement.

Mangiafico’s appeal. Mangiafico appealed claiming, inter alia, that the board incorrectly determined that his children were not Farmington residents at the time of the hearing and no exception existed to the residency requirement for displacement due to natural disaster.

The Appellate Court affirmed the judgment. The board did not abuse its discretion in finding that the plaintiff’s children did not actually reside in Farmington and were not entitled to free school accommodations there.

During the hearing, the family still was living in New Britain and the Farmington property was on the blighted building list.

The board properly determined that the facts supported a finding that the family was indefinitely displaced as opposed to temporarily displaced and that such an indefinite absence was inconsistent with “actual residence” in Farmington.

The board also properly determined that there was no exception to the residency requirement of C.G.S. §10-186 and §10-220 for displacement due to natural disaster. Although no statutorily mandated exception to the residency requirement for displacement due to natural disaster exists, the board may, in its discretion, make case-by-case residency determinations that take into consideration displacement due to natural disaster. CT Law Tribune, 10/29/12

Condolences for Donna Lin Donna Patrice Lin, former Senior Staff Attorney for CABE, died recently after years of health challenges. Following her service at CABE, Donna worked at the Commission on Human Rights and Opportunities and as a mediator and

arbitrator. She had also been an active volunteer in her church and community.

The CABE Board and staff extend sympathy to Donna’s family.

Patrice A. McCarthy Deputy Director/General Counsel, CABE

CABE-Meeting CABE-Meeting is a user-friendly, web-based service specifically designed to assist the board, superintendent and central office staff in preparing for and running board of education meetings.

An exciting feature designed for use by committees, in addtion to boards of education, was recently added to CABE-Meeting. Now all your board work and committee information is conveniently located in one place!

Is CABE-Meeting for you?

• Do you want to save your district money?

• Do you want to utilize technology to enable staff to be more efficient?

• Do you want to focus more of your human and financial resources on increasing student achievement in your district?

• Do you want to enhance communication with your community?

• Do you want to model the methods that should be used to infuse technology in your schools?

If you answered “yes” to at least one of the above questions, read on. CABEMeeting can help you!

Learn more: Take a few minutes and go to http:// www.cabe.org/page.cfm?p=158 to complete our CABE-Meeting cost analysis worksheet (located at the bottom of the page) and see how much your district can save in one year.

Districts can save thousands of dollars each year by using CABE-Meeting.

“CABE-Meeting has been a great program for our district. We have saved time and money and increased our ability to disseminate information quickly. I encourage Board members to consider the advantages of CABEMeeting.”

Becky Tyrrell, Member, Plainville Board of Education

For more information, or to schedule a demonstration for your board, call Lisa Steimer at 800-317-0033 or 860-571-7446 or email lsteimer@cabe.org.

10

The Journal

– Connecticut Association of Boards of Education • January 2013

CABE: Working for YOU!

Individualized Workshops • Professional Development Opportunities • Legal Services • Policy Services • Representing You Statewide and Nationally Below are the highlights of activities that the CABE staff has undertaken on your behalf over the last month and a half. We did this:

•

➤ By representing Connecti-

•

cut school boards on the national level: •

• •

Participated in annual strategic planning session of Connecticut Society of Association Executives (CSAE).

Participated in meeting of CAPSS’ International Committee.

Hosted and participated in two meetings of the What Will Our Children Lose Coalition [CABE, CAPSS and Connecticut Association of Schools Business Officials (CASBO)].

• • •

• •

Hosted and participated in meeting of the Big Six Partnership [CABE, CAPSS, CAS, Connecticut Business and Industry Association (CBIA), Council of Education Reform and Conn CAN].

Participated in Connecticut Emergency Crisis Task Force meeting, dealing with lessons of Storm Sandy.

Participated in meeting of new P-20 Council.

Participated in Governor’s Prevention Partnership Board of Directors meeting.

Attended meeting of superintendents with Education Commissioner Stefan Pryor on educator evaluation and support implementation and timelines.

Hosted a meeting of the CABE State Relations Committee.

Presented lecture on Board/Superin-

• • • • • • • • • •

CABE Legislative Breakfast

• • • •

sponsored by Cooperative Educational Services, South Fairfield Superintendents December 7, 2012 CES, Trumbull

• •

tendent Relationships for a class at UCONN Graduate School.

Attended meeting of CAPSS Technology Subcommittee.

Attended meeting of Connecticut Commission for Educational Technology.

Wrote article on advocacy for Connecticut Association of Nonprofits publication.

Attended Comprehensive System of Professional Development meeting.

Attended Red Tape Task Force meeting.

Attended CABE Area 3, 6 and 7 Legislative Breakfasts.

Participated in selection of Community Conversation Funding recipients.

Attended State Board of Education meeting.

Attended Small Districts Task Force meeting.

Attended Achievement Gap Task Force meeting.

Attended CREC Legislative Committee meeting.

Presented session on Legislative Issues for Leadership Greater Bridgeport participants.

Participated in the CABE/CAPSS Convention.

Attended CAPSS Board of Directors meeting.

Attended Child Emergency Preparedness Committee meeting.

Attended Shipman and Goodwin seminar on religious issues.

• • • • • •

• •

➤ By ensuring members receive the most up-todate communications: •

➤ By helping school boards to increase student achievement: • • • •

Board members, superintendents and legislators gathered for breakfast and conversation about the upcoming legislative session.

Area 3 Legislative Breakfast sponsored by the Vernon Public Schools, November 29, 2012, Rockville High School

Participated in meeting of Educator Preparation Advisory Committee (EPAC).

Provided Lighthouse training for Ansonia, Danbury, Norwalk and Norwich Boards of Education.

Attended CAPSS Preschooled Student Learning workshop.

Sent two issues of Policy Highlights via email listserv covering topics that affect student achievement. This included policy development responsibilities, board of education communications, bullying and free speech issues, common core preparation, BYOD, field trips, volunteers, and high school graduation issues.

➤ By promoting Answered questions about the current legal issues facing boards of education. “HOT” topics this month were: School day and year, parent access to student records, holiday celebrations, minimum budget requirements, durational shortage area permit (DSAP).

➤ By providing opportunities for members to learn how to better govern their districts: Board members, superintenents and legislators gathered at Rockville High School to discuss upcoming legislative issues and concerns.

• •

•

•

Provided Hot Topic workshop on Legal Issues in the New Educator

Participated in and staffed CABE Communications and Vision Committee meetings.

Attended CAPSS’ workshop on messaging.

Prepared Custom Policy Service material for Columbia, Derby, Griswold and Hartford Boards of Education.

Made a presentation to the North Haven Board of Education on policy services.

➤ By providing services to meet members needs: •

• •

public education: •

Evaluation System.

Planned, implemented and attended successful CABE/CAPSS Convention.

Planned and staffed Annual Delegate Assembly.

Had phone meeting with IT Director in Ridgefield about CABE-Meeting.

Trained Glastonbury staff on CABEMeeting.

Demonstrated CABE-Meeting for the Coventry Board of Education.

Presented a roles and responsibilities workshop for the Connecticut Technical High School System Board and Region #8 Board of Education.

Presented at a Meriden Board of Education Finance Committee on why Meriden should join CABE. Provided policy information to 40 districts, three out-of-state school board associations, the National School Boards Association (NSBA), the State Department of Education, and two newspapers through 61 answered requests for information or sample policies, on 48 topics. The topics of greatest interest included bring you own electronic devices to school (BYOD), attendance, volunteers, staff development, transportation and video surveillance.

• • • • • •

Met with Milford Board Chair Tracy Casey and Superintendent Elizabeth Feser on programs, services and other activities CABE offers to our members.

Met with the CABE Board of Directors’ City Representatives.

Met with UCONN graduate students on their “capstone” project, which will focus on how we can build attendance at the annual CABE/CAPSS Convention.

Facilitated board self-evaluation for the Brooklyn Board of Education.

Staffed State Relations Committee meeting to establish Legislative Priorities.

Completed an audit of the policy manual of the Norfolk Board of Education.

Agreed to do an audit of the policy manuals of Ellington and Groton Boards of Education.

Ridgefield Board of Education policy manual placed online.

Entered into an agreement to place the policy manual of East Windsor Board of Education online.

The Journal

– Connecticut Association of Boards of Education • January 2013

11

CABE and Baldwin Media: Partners in Managing Communications

The

Media Message

from Ann Baldwin, Baldwin Media Marketing, LLC

8 Helpful Media Tips to Get Your New Year Off To a Good Start Taking the Fear Out of Media Interviews Not all media interviews need be frightening. In fact, knowing how to get your message across to the media can do a lot to actually promote your school district. The key is preparation and perhaps bringing in professional assistance.

You must approach every media encounter with your own messages – two or three points that you want to get across regardless of the questions asked.

What that message is depends a lot on who is reading/viewing/hearing the interview and when. You must tailor your messages in terminology the audience can easily understand.

Not all media are created equal. Print interviews, for example, are much harder than broadcast, despite their lack of intimidating cameras and recorders. Print reporters take advantage of this seemingly conversational approach and can keep you chatting for hours if you let them. You must set the guidelines for the interview: who will speak for your district, on what issues, where and when?

Radio interviews offer an opportunity to narrowly focus your message to a particular demographic reached by the station you’re on. On call-in shows, you’ll have plenty of time to deliver your messages, even from the comfort of your own home (stations now can have guests by phone as well as callers). The key here is to NEVER conduct a radio interview on a cell phone if you can avoid it.

Television is perhaps the most challenging of the media because of its brevity, complexity and reach. Even a lengthy interview may be distilled down to a “sound bite” of a few seconds. But, with training (offered through CABE), you’d be surprised at how much information can be conveyed in that limited time and how well you can control what gets quoted from your interview. Being a visual medium, you’ll want to keep viewers focused on your message rather than your flashy attire, ineffective body language or shifty-eyed glances offcamera.

3.

4.

5.

6.

tion. Offer to find the answer and get back to the reporter before their deadline instead. Never respond to questions based on unfamiliar facts.

Don’t be rushed into answering.

Don’t feel obliged to fill “dead air” after a tricky question. Just pause, think... and then answer.

Don’t use technical jargon. Keep your message simple, but not condescending.

Find out as much as you can about the reporter and his/her story before you agree to be interviewed. Have they covered education and its issues before? Who else are they speaking to for this story? Do you really want to be in that mix? You can always politely decline an interview.

On TV, always dress your part, projecting a cool, clean-cut professional image.

district. Briefly tell them about yourself and offer to be “on call” to them should they need your expertise. And follow up with a note, a fact sheet and business card. You’ll be amazed at their appreciation of those who are proactive.

With a little practice, these interviewing skills will become second nature.

For more information on media training sessions offered by CABE and facilitated

by Baldwin Media, please contact the CABE office at (860) 571-7446.

Editorial Note: CABE and Baldwin Media partner to provide crisis management services in the initial phase of a media emergency to all CABE members.

In addition, we now offer communications services through CABE and delivered by Baldwin Media. For further information, contact Executive Director Robert Rader at 860-571-7446 or rrader@cabe.org.

Leadership who attended last year’s briefing session.

Governor Dannel Malloy

Representative Larry Cafero

CABE Day on the Hill March 6, 2013 8:30 am The Bushnell, Hartford Learn About the Issues

8-Helpful Tips 1. Know what you want to get across in the interview. Build a bridge of words from the reporter’s question into your messages. Repeat your “key message” several times during the interview.

2. Don’t be afraid to admit that you don’t know the answer to a ques-

7. Don’t look into the camera. Instead, look at whoever is talking. Avoid the temptation to look at the monitor or acknowledge other distractions out of camera range. And remember you are always potentially on camera, even if someone else is talking.

8. Project the proper emotion in your messages. Let’s use a good story as an example: If you’re not excited about your message, the reporter and audience never will be and you have lost an opportunity to communicate with your target audience.

Finally, don’t wait for the media to come looking for you. Reach out to them with story ideas, professional commentary and fresh ideas. Call your local papers and radio/TV stations and introduce yourself to the reporter(s) covering your school

Representataive Andy Fleishmann

Hear from Legislative Leadership Lobby your Legislators

12

The Journal

– Connecticut Association of Boards of Education • January 2013

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