The CABE Journal - January 2022

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www.cabe.org

Vol. 26, No. 1

January, 2022

CABE Holds Delegate Assembly, Establishes Association Positions

A Statement on Civility

Patrice McCarthy

Deputy Director and General Counsel, CABE

Happy New Year!

Dealing with Divisive Issues Engaging in an open dialog on critical issues Patrice McCarthy

Deputy Director and General Counsel, CABE

In the past two years in Connecticut – and around the country – we have seen increased public engagement at both in-person and virtual meetings over several issues, including: • Expediting the return to inperson learning or, conversely, for more remote options; • Disputes over the continued mandate to wear masks in school; • Vaccinating students and staff; and, • Curriculum issues, including opposition to critical race theory (CRT) by those who believe that CRT is embedded in the curricula and pose a threat to the education of their children.

School boards should remain focused on the best interests of the students while maintaining civility, open dialog, and order.

School boards leading through divisive times

CABE and our colleagues in the

inside

CABE recently held its annual Delegate Assembly to vote on resolutions that are the Association’s guiding principles.

In preparation for the Delegate Assembly, CABE’s Resolutions Committee chaired by Meg Scata (Portland) met over the summer to discuss modifications to existing resolutions as well as proposed resolutions submitted by member school boards.

Chair Scata presented the recommendations of the Resolutions and Government Relations Committee to the delegates for action. The delegates reaffirmed their support for many CABE positions, including: • economic, racial and ethnic integration; • 21st Century skills; • school climate; • civility; • social and emotional learning; • funding; and, • the need to review curriculum through the lens of multicultural and diverse perspectives.

The delegates adopted a new resolution addressing hate speech, which urges boards to create and foster school climates where differences are appreciated and to actively respond to incidents when students or adults use explicit hate language at school.

Updates were provided on the state task force addressing educator evaluation and support and CABE’s Diversity, Equity and Inclusion Committee.

Watch your mail in January for a copy of CABE’s Legislative Priorities.

The Connecticut Association of Boards of Education (CABE) and the Connecticut Association of Public School Superintendents (CAPSS) are extremely concerned about the volatile environment at school board meetings in Connecticut and around the country.

As boards of education discuss issues ranging from mask requirements, curriculum, vaccination, school safety and even mascots, we are seeing emotionally-charged environments that impede the opportunity for meaningful dialogue.

It is imperative that members of the public respect the responsibility of volunteer board members and their professional staff to address these issues.

A board chair needs the support of the board and community to ensure that National School Boards Association meetings remain focused on the best have urged school boards to be “the interests of students and the debate is place with the table” on matters of conducted in an orderly and positive public education and community manner. The shared values of fairness, engagement. Some of the most effective strategies include: respect, civility and kindness are the • Leadership of an engaged lessons that our children learn from the chair and collaborating board actions of adults. colleagues to model civility and Threats and acts of violence toward respect and to keep a meeting public officials are simply unacceptable orderly and positive; no matter which side of an issue a board • establishing your board mission member or superintendent is on. Fact and vision statement that based and respectful discussions that commit to the democratic permit all perspectives to be considered process, thoughtful discussion, are critical in addressing controversial and the safety and security of issues and enabling the democratic students and families; processes to take place. Community • Reminding your staff, families and community of your district’s members, as well as public officials shared values, like fairness, at all levels of government, have a respect, civility, inclusion, equity, responsibility to allow these discussions to take place in order to best serve the See DIVISIVE ISSUES page 13 whole community.

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Can the Teacher Shortage Be Reversed?

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How Are Districts Using New Funding?

New Ideas and Great Strategies

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Strengthen Your Board with a Retreat

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The Journal – Connecticut Association of Boards of Education | January, 2022 PRESIDENT COMMENTARY

January, 2022!

Elizabeth Brown President, CABE

It is hard to imagine that another year greets us with its challenges and opportunities!

Board elections and swearing-in ceremonies created a celebratory environment that is now in our rear-view mirror. Now it is time to continue the critical work of boards of education.

I have served on the Waterbury Board of Education for ten years and I have found every CABE meeting gives participants the most current information and best practices which, in my case, and countless others, deepens our understanding of how to be an effective board member and leader.

I attended the CABE New Board Member/Leadership conference on December 8, 2021 in Rocky Hill, focused on the roles and responsibilities of board members and how to lead more effectively.

At that conference, I had the opportunity to participate in a panel discussion that focused on the relationship between superintendents and board members. Current Bloomfield Board Chair and Immediate Past President of CABE, Donald Harris, said it all; “STAY IN YOUR LANE!” The only employee that the board hires, evaluates and supervises with is the superintendent.

It was made clear by two outstanding superintendents, also serving on the panel, Mark Benigni of Meriden and Matt Conway, from Derby, that districts thrive when boards and

Meeting of Interest n January 5, 2022: State Board of Education

superintendents communicate, set goals and prioritize district initiatives together. This collaborative working relationship only happens in a district culture of trust and mutual respect underpinned by a commitment to civility.

All Boards and Board members have unique personalities. It was stressed that listening to each other without judgement and taking the time to get to know where the other person is coming from will go a long way to building the ideal board culture. This takes time! Superintendents are willing to answer questions and provide information to the board to help them arrive at better decisions.

One rule of conduct they stressed as very important to the relationship is “No Surprises”! Questions meant to inform the board and help board members make decisions are never off limits (although how you ask the question could be), but questions only designed to play “Gotcha” are never appropriate.

In collaboration, the board and superintendent set goals linked to evaluation criteria, review school and pertinent pupil data and allocate resources to address areas of weakness or concerns.

My favorite saying is, “you don’t know what you don’t know.” It is important that board agendas provide opportunities to learn pertinent data to help board members make informed decisions in an organized fashion. Work with the superintendent to create an annual calendar to iden-

Mission: To assist local and regional boards of education in providing high quality education for all Connecticut children through effective leadership.

Vision: CABE is passionate about strengthening public education through high-performing, transformative local school board/ superintendent leadership teams that inspire success for each child.

Board of Directors tify reports that will be expected at an appropriate meeting sometime in the year. Ask yourselves as a board, “what information do we need to know to meet the goals of our district?”

School districts are complicated.

State and Federal laws dictate school financing, special education, health and safety regulations, collective bargaining… and the list goes on! This, as well as staying up-to-date on the best educational practices and knowledge of how your children are performing, so as to provide the best education possible – all with diminishing resources along the way is important.

Boards rely on superintendents and the central office staff to be on top of all aspects of education. This is no small task!

Threaded throughout the conference were themes of collaboration, civility, trust and a focus on the needs of students created the quilt that boards can use to ensure effectiveness.

I wish each and every one of you success in your role as an elected board member and CABE stands ready to help guide and assist in any way possible.

Happy New Year!

“ Guide them along the way Children will glisten Children will look to you for which way to turn To learn what to be Careful before you say, listen to me.

Children will listen.”

– “Children Will Listen” from the musical Into the Woods, by Stephen Sondheim

EXECUTIVE COMMITTEE Elizabeth Brown | President, Waterbury Leonard Lockhart | First Vice President, Windsor Meg Scata | V ice President for Government Relations, Portland John Prins | V ice President for Professional Development, Branford Lon Seidman | Secretary/Treasurer, Essex Donald Harris | I mmediate Past President, Bloomfield Christopher Wilson | Member at Large, Bristol Lydia Tedone | NSBA Director, Simsbury AREA DIRECTORS Marion Manzo | Area 1 Director, Region 15 Douglas Foyle | Area 2 Co-Director, Glastonbury Tyron Harris | Area 2 Co-Director, East Hartford Jay Livernois | Area 4 Co-Director, Woodstock Academy Joan Trivella | Area 4 Co-Director, Woodstock Academy Dan Cruson | Area 5 Director, Newtown Janice Cupee | Area 6 Co-Director, Stratford Lee Goldstein | Area 6 Co-Director, Westport George Kurtyka | Area 7 Co-Director, Derby Robert Guthrie | Area 7 Co-Director, West Haven Lon Seidman | Area 8 Director, Essex Carol Burgess | Area 9 Co-Director, Montville Bryan Doughty | Area 9 Co-Director, New London ASSOCIATES Eileen Baker | Associate, Old Saybrook Ethel Grant | Associate, Naugatuck Ann Gruenberg | Associate, Hampton Anthony Perugini | Associate, Cheshire Robert Trefry | Associate, CT Technical High School System Joseph Wilkerson | Associate, Bloomfield COMMITTEE CHAIRS Becky Tyrrell | Chair, Federal Relations, Plainville Ethel Grant | Chair, Resolutions, Portland Christopher Wilson | Chair, State Relations, Bristol CITY REPRESENTATIVES John Weldon | City Representative, Bridgeport Ayesha Clarke | City Representative, Hartford Yesenia Rivera | City Representative, New Haven Andy George | City Representative, Stamford Charles Stango | City Representative, Waterbury STAFF

Robert Rader | Executive Director Patrice McCarthy | Deputy Director and General Counsel Nicholas Caruso | Senior Staff Associate for Field Services and Coordinator of Technology Sheila McKay | Senior Staff Associate for Government Relations Vincent Mustaro | Senior Staff Associate for Policy Service Lisa Steimer | Senior Staff Associate for Professional Development and Communications Conrad Vahlsing | Staff Attorney Teresa Costa | Coordinator of Finance and Administration Pamela Brooks | S enior Administrative Associate for Policy Service and Search Services Terry DeMars | Administrative Associate for Policy Service Gail Heath | Administrative Associate for Government Relations Wilmarie Newton | Administrative Associate for Labor Relations Nancy Propfe | Administrative Assistant for Membership Services Corliss Ucci | Receptionist and Assistant to Executive Director

CABE Journal (ISSN 1092-1818) is published bi-monthly by Connecticut Association of Boards of Education, 81Wolcott Hill Road, Wethersfield, CT 06109. Periodicals postage Paid at Hartford, CT.” POSTMASTER: Send address changes to The CABE Journal, CABE, 81 Wolcott Hill Road, Wethersfield, CT 06109-1242. CABE membership dues include $30 per person for each individual who receives The CABE Journal. The subscription rate for nonmembers is $75.

Association members 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.

The Journal – Connecticut Association of Boards of Education | January, 2022

CABE Affiliate Members

EXECUTIVE DIRECTOR COMMENTARY

How is Your Superintendent’s Work/Life Balance?

Robert Rader

Executive Director, CABE

BUSINESS AFFILIATES VALEDICTORIAN Connecticut Business Systems – A Xerox Company Finalsite SALUTATORIAN

Berchem Moses PC Shipman & Goodwin HIGH HONORS

Pullman & Comley HONOR ROLL ESS JCJ Architecture Newman/DLR Group SCHOLAR Brown & Brown Chinni & Associates, LLC Coordinated Transportation Solutions Dattco, Inc. Kainen, Escalera & McHale, P.C. The Lexington Group Public Agency Retirement Services (PARS) The S/L/A/M Collaborative Zangari Cohn Cuthbertson, P.C.

EDUCATIONAL AFFILIATES American School for the Deaf Area Cooperative Educational Services (ACES) Capitol Region Education Council (CREC) Connecticut Arts Administrators Association Connecticut Association of School Business Officials Connecticut School Buildings and Grounds Association Connecticut School Counselor Association Connecticut Technical High Schools Cooperative Educational Services (C.E.S.) EASTCONN EdAdvance Explorations Charter School Integrated Day Charter School ISAAC LEARN Live Girl Odyssey Community School, Inc. Relay CT

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The Fall 2021 SchoolCEO had an article about the difficulties faced by superintendents of schools in balancing family-life issues with their “more than fulltime” jobs. It took some valuable information from the latest American Association of School Administrators’ survey on their members.

SchoolCEO is written for superintendents, but, I think many of the concerns raised should also be understood by school board members. As our school boards’ chief executive officers, superintendents have a huge impact on the success or failure of school districts.

The superintendency is changing and the last two years have taken their toll. Just as school board members bore much of the brunt of public anger and frustration, in Connecticut, superintendents had to make the remote, hybrid or in-school decisions. We hoped that those decisions were, to the point appropriate, made in consultation with their boards, but, superintendents selected what the district did.

However, these decisions often led to half of the community believing the decision was right, but, half thinking it was wrong—no matter which way the decisions went.

COVID-19 has made the superintendency a difficult job get even harder.

Over the last few years, we have seen average superintendents’ tenures go from six years down to three or four — and urban superintendents turn over even more quickly.

As the article states, in 2020, superintendents “are younger than ever before.

They are also less likely to be white, more likely to be female, and more likely to be new to their districts…

Although the typical superintendent is still a white man, this is slowly shifting. As of 2020, 8.2 percent of superintendents identified as people of color, an increase from 6 percent in 2010.”

Around 26 percent of superintendents are women, double the 13.1 percent in 2010. As about 80 percent of educators are women, we can certainly expect that number to rise.

While those figures are nationwide, certainly there has been a change in the demographics of superintendents in Connecticut.

Over the years, there has been much data indicating that there are fewer candidates for superintendencies than in the past. We have heard about a number of issues that affect who will apply: the compression of salaries between teachers, principals and other administrators and the superintendent; difficulty in becoming vested in the pension system or certification when transferring from other states; need to answer to municipal governments as well as school boards; and, being the lightening rod on so many district issues.

One of the reasons that discourage candidates from becoming superintendents is internal dissension between the Board and its current or former superintendent. Let’s not forget that infighting between board members is also a turnoff for possible candidates.

In addition, if you think that information on how effectively or ineffectively your Board works is not available through traditional media, social media or just plain word of mouth, you are fooling yourself. Who would want to take a job, uprooting themselves and possibly their families, to enter a no-win situation?

Now, I know that in spite of these issues, most Connecticut boards and superintendents work well together.

They have built trust, credibility and teamwork into this most important of relationships. We also are aware that some boards, individual board members and superintendents disagree on values and/or issues and eventually will lose their ability to work effectively together.

CAPSS Executive Director Fran Rabinowitz said, “Indeed, when boards and superintendents demonstrate mutual respect for one another, the entire district benefits. This relationship influences recruitment, job satisfaction, and community engagement and stabilizes the district so that it is positioned to focus on improving the outcomes of its students.”

Can I Have Your Attention, Please?

I want to call attention to the overall premise of the SchoolCEO article: how difficult it is to be a successful superintendent with a good work-life balance. The article gives examples of the difficulty, especially for women, who are usually the caregivers in our society, to take on the responsibilities of the superintendency, especially with younger children.

The superintendency is a hard job in the best of circumstances. Now, proliferation of (often critical and sometimes vitriolic) social media, the ease of contacting the district CEO by email or by mobile phone, can invade the superintendent’s personal, as well as professional life.

There is an employer/employee relationship between boards and superintendents. Even so, if you believe that your district’s greatest asset are its people, it is critical that you build a strong team, taking care to understand the difficulties facing other members of the team, including the superintendent.

I am not saying that your relationship with your superintendent needs to include therapy sessions (though, sometimes that may be a good idea), but set some reasonable boundaries and expectations to ensure he or she can take the time needed to recharge and enjoy time off. Many superintendents leave their districts with many unused personal, vacation and other time. However, ensuring that your superintendent takes that time off guilt-free when earned can be a key factor in ensuring your superintendent does not get burnt out and is able to make great decisions for your district.

Over my four decades of working for school boards in New York and Connecticut, I have always been impressed by the superintendents who work well with their boards, having not only content knowledge, but the social-emotional skills to bring success to their districts. While salaries and benefits are important to everyone, superintendents, just like teachers and principals, got into the business to help educate students.

Make sure you remember that to be really successful, your team must show appreciation for the heavy burdens that many have carried over the last few years. Help your superintendent have what is needed to really be “present” with their families and friends and can truly succeed in balancing work with their personal lives.

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The Journal – Connecticut Association of Boards of Education | January, 2022 See You in Court – The Nutmeg Board of Education

Tom Teacher is Arrested: Did the Nutmeg Board Do the Right Thing?

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.

The headline in the Nutmeg Bugle was unwelcome news for the Nutmeg Board of Education: “Breaking Bad in Nutmeg! Tom Teacher arrested for running a meth lab!!” Bob Bombast, veteran Board member, called Ms. Superintendent immediately, demanding the details. But Ms. Superintendent was cautious, and she told Bob that everything is under control and he should just let her handle the situation.

Bob was frustrated, and he called fellow Board member Mal Content to see what he knew. Mal told Bob that the rumors had been swirling for months that something was seriously wrong with Tom Teacher, and Mal said that he couldn’t wait to fire Tom “to send a message to the community.”

The other Board members soon had a chance to weigh in. At the first Board meeting after the news broke, Tom Teacher was quite the topic during Public Comment. Most speakers called for Tom’s immediate termination, though one parent spoke up for Tom, urging the Board to give Tom a leave because he is obviously “sick.”

Bob Bombast couldn’t resist weighing in, announcing that the Board has a zero tolerance policy against teachers and meth labs. Board member Red Cent followed up by assuring the public that the Board would be firing Tom at its first opportunity if the charges stick.

Tom’s fate continued to be a topic of conversation in Nutmeg for some time. Curious parents stopped Board members at the grocery store, asking them about the case. Always willing to engage, Bob told several parents that he shared their concern and that he certainly did not want a teacher “like Tom” to be teaching Nutmeg children.

Meanwhile, Ms. Superintendent initiated termination proceedings.

Given his status as a tenured teacher, Tom elected to have his case heard by an impartial hearing panel, as permitted by the Teacher Tenure Act. At the hearing, the Superintendent and her lawyer came on strong, providing not only the police report, but also calling on the arresting officer to describe the arrest and the crystal meth they found on Tom’s person. However, Tom explained that it was all a big mix-up and that the meth lab was not his. In fact, he claimed, the police got the address

wrong, and when he was arrested, he was just at someone else’s meth lab to buy some crystal meth. He also provided a doctor’s note describing his addiction and his enrollment in a rehabilitation program.

Surprisingly, the impartial hearing officer bought Tom’s story. In writing her decision, she incorporated Tom’s version of events in her findings of fact, including his purchasing crystal meth, and she recommended that Tom be placed on an unpaid leave of absence so that he can get treatment. She also recommended that Tom be reinstated to his teaching position next fall if he presents a doctor’s note certifying that he has successfully completed a therapeutic program.

The hearing officer submitted her report to the Nutmeg Board of Education, and at the next Board meeting, the Board members made short work of it. Bob Bombast started the discussion by moving that (1) the Board accepts the hearing officer’s findings of fact, (2) the Board rejects the hearing officer’s recommendation, and (3) the Board hereby terminates Tom Teacher’s employment with the Nutmeg Public Schools. After limited discussion, the Board voted 5-0 to terminate Tom’s contract.

Does Tom Teacher have a claim on appeal?

• • • • • • • • • • • • • • • If Tom challenges this action, he may well prevail on appeal based on a claim that the Board violated his due process rights because having an impartial judge is a core element of due process. But before we discuss how Board members violated Tom’s rights by not being impartial, we will review how the Teacher Tenure Act works.

A threshold question is who is a “teacher” under Connecticut law. The Tenure Act defines a “teacher” as an employee below the rank of Superintendent who (1) holds a certificate issued by the State Department of Education, (2) is employed in a position requiring such certification, and (3) is employed in that position for at least ninety calendar days. The term “teacher” also applies to administrators all the way up to (but not including) the superintendent. Significantly, however, administrators do not achieve tenure in their administrative assignments, but rather only in their continued employment, which is subject to the procedures under the Tenure Act. Those procedures are different for non-tenure and for tenure teachers. A teacher is non-tenure for the first 40 school months of employment (except for teachers who previously achieved tenure in Connecticut in the preceding five years, who achieve tenure after twenty school months). During the

non-tenure years, teacher contracts are subject to non-renewal for any reasonable cause, as the superintendent may recommend. The contracts of non-tenure teachers are also subject to termination, for the same reasons that apply to tenure teachers, but any hearing on the termination of a non-tenure teacher will be before the board of education (or a board committee) unless both the superintendent and the teacher agree on an impartial hearing officer.

By contrast, the contracts of tenure teachers are not subject to non-renewal, and tenure teachers may unilaterally require that any termination hearing be held before an impartial hearing officer, and most often they do. When the teacher elects an impartial hearing officer, as was the case here, the impartial hearing officer issues findings of fact, which are binding, and a recommendation to the board of education, which is not. The final decision whether the terminate the contract rests with the board of education, and the board may reject the recommendation of the impartial hearing officer as long as the findings of fact provide a reasonable basis for that action.

Given that board of education members make the final decision on contract termination for both tenure and non-tenure teachers, board members have a special responsibility

to preserve their impartiality. When a termination case may be coming to the board for adjudication, board members must be particularly careful not to comment publicly about the case or even discuss the case among themselves except when they are properly convened in a hearing. Discussing controversial personnel matters with others at the grocery store or elsewhere outside of a hearing can make it impossible for the board member hearing a teacher termination case to serve as an impartial judge.

Here, three of the five members of the Nutmeg Board of Education were anything but impartial, with Mal expressing an interest in firing Tom to send a message and Bob agreeing with others that Nutmeg shouldn’t employ a teacher “like Tom.” Absent such impropriety, the Board could have rejected the hearing officer’s recommendation, and terminated Tom’s contract. However, their evident bias against Tom would give Tom a strong due process claim on appeal.

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. Shipman & Goodwin is a CABE Business Affiliate.

The Ninth Edition – Now Available!

A Practical Guide to Connecticut School Law

by Thomas B. Mooney, Esq. Shipman & Goodwin

CABE is delighted to announce that the Ninth Edition of Tom Mooney’s Practical Guide to Connecticut School Law is now available.

PRICING: CABE Members: $54.99; CABE Non-Members: $79.99; Students: $44.99 There have been many changes in school law in the last few years, and the Ninth Edition has been extensively revised to provide updated guidance on the legal issues that govern our schools. Changes include descriptions and commentary on:

• Changes in teacher evaluation and teacher tenure.

• New rules regarding employee background checks.

• New requirements concerning student data privacy.

• New rules for suspension, expulsion and alternative educational opportunities.

• Revised requirements governing seclusion and restraint.

• The new “Every Student Succeeds Act” and how it has changed “No Child Left Behind Act” requirements.

• The CCJEF case and ongoing litigation over equal educational opportunities.

• The Minimum Budget Requirement and new duties to collaborate with town officials.

• A host of other changes in the rules that boards of education and school administrators must follow.

The Journal – Connecticut Association of Boards of Education | January, 2022

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It’s Personal Relationships fuel success.

We earn your trust by taking your success as personally as you do.

However you define value, Shipman delivers.

Shipman’s school law lawyers have over 50 years of experience, and represent over 100 public school districts, as well as public school member organizations and associations, on the broad range of legal issues that school districts confront. We call on lawyers experienced in school law, special education, employment law, labor relations, intellectual property, data privacy, construction and environmental issues, and business contracts to provide effective and efficient legal assistance for our clients.

It all adds up to a relationship that delivers added value for each of our school district clients.

Our Practice Group Co-Chair, Tom Mooney, has written A Practical Guide to Connecticut School Law, a comprehensive treatise on Connecticut school law, published by CABE and used by teachers, administrators and board of education members throughout the state.

Education is a core focus of our law firm.

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CMYK / .eps

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CMYK / .eps

www.ctschoollaw.com Contact: Thomas B. Mooney or Linda L. Yoder | 860.251.5000 Shipman & Goodwin LLP

Connecticut | New York | Washington, DC | www.shipmangoodwin.com

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The Journal – Connecticut Association of Boards of Education | January, 2022

DEI: Teachers of Color

Can the Teacher Shortage Be Reversed?

Stephen Goodman

National Policy & Communications Coordinator PDK International/Educators Rising

Dr. Lisa D. Rollins

Director of Outreach and Engagement PDK International/Educators Rising

“My journey with EdRising AZ began when I was a sophomore in high school in my early childhood education class,” says Lilyana De La Rosa, a student at Glendale Community College in Arizona (Ekvall, 2020, 01:29). That year, Lilyana attended the State Leadership Conference for Educators Rising Arizona and knew in that moment she “wanted to be a part of something big” (Ekvall, 2020, 01:50). Lilyana was inspired to pursue a career in education through her involvement in Educators Rising but how do we inspire more students to become educators?

During the 2020-2021 school year, 44 states plus the District of Columbia reported a teacher shortage in one or more of the following areas: language arts, mathematics, sciences, and social studies (U.S. Department of Education, 2020-2021). The urgent need to recruit educators is evident and has become the center of local, state, and national education policy.

Recruitment begins locally. “Grow your own” programs involve partnerships between local educator preparation programs and school districts to recruit future educators from within the community. An example of a “grow your own” program is Educators Rising which uses, “a community-based model in which chapters at schools feed teacher preparation programs at institutes of higher education with support of State Departments

Did You Know?

For the price of CABE dues, your board and superintendent are eligible for: • Unlimited help for your advocacy efforts with the Legislature, the State Board of Education and other state and federal officials • CABE Area legislative breakfasts

of Education and local funders and foundations (PDK International, 2021, para. 2). When all these entities come together, we can increase teacher diversity and teacher quality.

Implementing a “grow your own” program provides multiple benefits including decreased onboarding expenses for new hires, increased teacher retention, and diversification of the teacher workforce. On average, it costs $10,000 to onboard a teacher and up to $21,000 in urban districts (Learning Policy Institute, 2017). Coincidentally, around 60 percent of teachers teach within 20 miles of where they went to school (PDK International, 2021, para. 5). Therefore, it only makes sense to focus teacher recruitment efforts WITHIN the local community. By beginning the educator preparation journey in high school – as Educators Rising does – future educators are being equipped with skills they can later implement within their own classrooms. According to Podolsky et al.

(2017), teachers feel more effective in the classroom when they have strong preparation experiences. Additionally, an increase in teacher diversity provides a higher educational benefit for students of color. By partnering a student of color with a teacher of the same color, the student is likely to experience higher learning gains (Goldhaber et al., 2019).

To aid local education agencies in the process of implementing a “grow your own” program, PDK International published Growing the Teaching Profession: A Blueprint to Establishing a Place-Based Grow Your Own Program; hereinafter referred to as the GTP Blueprint. The GTP Blueprint breaks the process of implementation into five stages: exploring, planning, piloting, expanding, and evaluating (Berrier, 2020).

As districts work to address teacher shortages and diversify their educator workforce, you are encouraged to recommend Educators Rising as a “grow your own” program to provide an investment for long-term success in the world of educator recruitment.

To learn more about Educators Rising, “grow your own” programs, and to gain access to the GTP Blueprint, visit educatorsrising.org/grow.

References: Be rrier, L. B. (2020, June). Growing the teaching profession: A blueprint to

establishing a place-based grow your own program. PDK International.

Ek vall, H. E. (2020, August 14). Educators Rising Arizona - promo video [Video]. Vimeo. https://vimeo. com/447918996 Fla nnery, M. E. F. (2020, October 20). The teacher shortage can be addressed — With key changes.

National Education Association.

Retrieved October 18, 2021, from https://www.nea.org/advocating-for-change/new-from-nea/ teacher-shortage-can-be-addressed-key-changes Go ldhaber, D. G., Theobald, R. T., & Tien, C. T. (2019, January 21). Why we need a diverse teacher workforce. Phi Delta Kappan, 100(5). https://kappanonline.org/why-weneed-diverse-teacher-workforcesegregation-goldhaber-theobaldtien/ Lea rning Policy Institute. (2017, September 13). What’s the cost of teacher turnover? Retrieved October 18, 2021, from https://learningpolicyinstitute.org/product/ the-cost-of-teacher-turnover PD K International. (2021). Educators Rising. Retrieved October 19, 2021, from https://educatorsrising.org/ Pod olsky, A. P., Kini, T. K., Bishop, J. B., & Darling-Hammond, L. D. (2017, May 1). Sticky schools: How to find and keep teachers in the classroom. Phi Delta Kappan, 98(8). https://kappanonline.org/ podolsky-kini-bishop-darlinghammond-sticky-schools-findkeep-teachers-classroom/

U.S. Department of Education. Teacher shortage areas report. (2020-2021).

[Dataset]. https://tsa.ed.gov/#/ reports Stephen Goodman Stephen is the National Policy and Communications Coordinator for PDK International/Educators Rising and is studying Business Administration and Global Politics at Arizona State University.

Dr. Lisa D. Rollins Lisa is the Director of Outreach and Engagement at PDK International/Educators Rising.

Connecticut Edrising School Districts Bridgeport Bristol Danbury East Hartford Groton Hamden Hartford Manchester Meriden Naugatuck New Britain New London Norwich Stamford Torrington Windsor

The Journal – Connecticut Association of Boards of Education | January, 2022

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Tool Available to Help Evaluate Professional Learning Robert Rader

Executive Director, CABE

Under Connecticut law, all districts are required to have a professional development and evaluation committee (commonly referred to as “PDECs”) to develop and monitor the district’s evaluation and support system. The committees consist “of certified employees… and school personnel as the [school] board deems appropriate.”

Even as SDE’s Educator Evaluation and Support 2022 Council (EES 2022) continues its work analyzing the current system and the flexibilities provided during the COVID crisis, professional development for district employees is continuing. CABE’s representatives on EES 2022 are President Elizabeth “Liz” Brown (Waterbury) and First Vice President Leonard Lockhart (Windsor).

Districts spend thousands of dollars a year on professional learning for staff, so, how does a PDEC or any board know whether the professional learning provided by the board to its employees is successful and accom-

plishing the aims expected?

The Northeast & Islands Regional Educational Laboratory* has developed a toolkit to help districts evaluate their professional learning initiatives.

Evaluating Professional Learning: A Tool for Schools and Districts “guides users through a process for developing an evaluation plan and includes activities, tools, and other resources” for developing data to determine the effectiveness of the district’s programs.

The 31-page document is available for downloading (at no cost) at https://ies.ed.gov/ncee/edlabs/regions/ northeast/pdf/NE_5.3.5_Evaluation_ PD_Brief_12-22-20_accessible.pdf. It provides methods to analyze whether the activites being provided “are having the intended impact on teacher practice and student learning.” *The Northeast & Islands REL serves nine states and territories: Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, the U.S. Virgin Islands, and Vermont. To address the priorities and interests of these jurisdictions, it works in partnership with school dis-

tricts, state departments of education, and others to use data and research to improve academic outcomes for students.

Robert Rader is one of Connecticut’s content advisors to the REL’s Governing Board.

People in the News n Donald Blevins, a Past President of the Connecticut Association of

Boards of Education and former member of the Waterford Board of Education, died in late October. Don served as CABE President in 2009-11, and received the Philip S. Fenster Distinguished Service Award in 2012. He served as a member of the Waterford Board of Education from 1999-2011, and provided leadership, guidance, advice and counsel as the board chairman for four years. Don also served as CABE Vice President for Government Relations and First Vice President, as well as the Parliamentarian for numerous CABE Delegate Assemblies. CABE extends our sincere condolences to Don’s family. n CABE Staff Attorney, Conrad Vahlsing, was elected as Secretary of

the CT School Attorneys Council – unanimously! Congratulations, Conrad! n Bob Rader just finished an eCornell University online certificate

program in Diversity and Inclusion. It was a great way to keep learning on issues of importance to CABE, but also gave him the opportunity to be in touch with his alma mater. First course taken there since 1976!

8

The Journal – Connecticut Association of Boards of Education | January, 2022

THE POLICY CORNER Vincent A. Mustaro

Senior Staff Associate for Policy Service, CABE

New Policies Impacting School Sports Recent legislation passed by the General Assembly and signed into law by the Governor will impact intramural and interscholastic sports programs beginning in the 2022-2023 school year.

This legislative action results in two new recommended policies for boards of education to consider adopting before the conclusion of the current school year.

Exertional Heat Illness

P.A. 21-87, “An Act Concerning Education and Training in Exertional Heat Illness for Coaches, Parents, Guardians and Students,” requires any person with a State Board of Education (SBE) coaching permit who coaches intramural or interscholastic athletics to complete an exertional heat illness awareness education program. This requirement must be completed prior to the beginning of a coach’s assignment for the season.

Coaches are also required to then review the program annually before the start of each coaching season. The SBE is authorized by the legislation to revoke the permits of coaches who do not comply with this new requirement, which begins in the 2022-23 school year.

The education program must be developed or approved by January 1, 2022, by the Connecticut Interscholastic Athletic Conference (CIAC), in consultation with specified organizations, one each of which must represent: (1) licensed athletic trainers, (2) sports medicine doctors, (3) researchers of best practices in managing heat illness, and (4) county medical associations. The SBE is required to publish the plan on its website.

The program content must include (1) recognizing the symptoms of an exertional heat illness; (2) how to obtain proper medical treatment for a person suspected of having the illness; (3) the nature and risk of exertional heat illness, including the danger of continuing athletic activity after sustaining this illness; and (4) the proper method of allowing a student athlete who has sustained the illness to return to athletic activity.

In addition to the program, to assist local school districts, CIAC must review materials on current and relevant exertional heat illness information annually, starting by October 1, 2022.

Further, CIAC must also develop a

model exertional heat illness awareness plan, by January 1, 2022. The model exertional heat illness awareness plan must include the same components as the program described above, as well as best practices in preventing and treating exertional heat illness.

Boards of education are required by this legislation to implement the model plan using written materials, videos, or online or in-person training.

Starting with the new 2022-23 school year, boards are required to prohibit a student athlete from participating in intramural or interscholastic athletics unless the student and his or her parent or guardian reads or views the training materials or attends an in-person training. The parent or guardian must sign an athletic participation informed consent form issued by the local district that acknowledges compliance with the requirement.

This legislation defines “exertional heat illness” as an illness resulting from engaging in physical activity in the heat, including heat cramps, heat syncope (i.e., sudden dizziness, feeling faint, and fainting), heat exhaustion, and heat stroke (i.e., neuropsychiatric impairment and a high body temperature, typically 105.8 degrees or higher).

A new recommended policy, #5141.71, “Exertional Heat Illness,” has been developed and is available upon request or from CABE’s web-based Policy Core Manual.

Emergency Action Plans for Athletic Events

P.A. 21-92, “An Act Concerning Emergency Action Plans for Interscholastic and Intramural Athletic Events,” requires school districts to create and apply, starting with the new 2022-2023 school year, an emergency action plan to respond to serious and life-threatening sports-related injuries during interscholastic or intramural athletic events.

This new legislation requires each plan to have procedures to follow when a student sustains a serious injury or illness while participating in an interscholastic or intramural athletic event. Also, each plan must include certain components, such as the staff responsible for implementing the plan.

The plan must be developed in

consultation with local emergency medical services providers and allied health professionals. The plan must be reviewed annually, updated as necessary, and annually rehearsed by the implementing staff.

The Act also specifies staff qualifications related to the plan; the method of plan distribution and posting; and that a board of education may accept gifts, grants, or donations for the plan’s development and implementation.

The legislation specifically details required components of a district’s emergency action plan. The components include listing district employees responsible for implementing the plan and their specific responsibilities; indicating the location, or venue where the athletic events occur; and describing, including the location of the equipment and supplies available at athletic event sites that will help response to an emergency.

Each emergency action plan must also include the procedures to follow when a student sustains a serious sports-related injury, including responding to the injured student; summoning emergency medical care; assisting first responders arriving for the student; and documenting the actions taken.

Protocols must also be included in the plan which are to be followed during cardiac or respiratory emergencies, including use of an automatic external defibrillator, using cardiopulmonary resuscitation (CPR), or administering medication in accordance with state law to students at school athletic events.

Additional protocols to be included include those pertaining to concussions, traumatic brain injury or spinal cord injury, and heat and cold-related emergencies. These protocols must comply with state law, best practices and current professional standards.

The Act requires any school employee, coach, or licensed athletic trainer identified in the emergency action plan to be CPR certified and to have completed a first aid course offered by the American Red Cross (ARC), the American Heart Association (AHA), the Department of Public Health, a health director, or an organization using AHA and ARC first aid guidelines.

The legislation requires boards of education to distribute the plan to all school employees, coaches, and licensed athletic trainers identified in the plan; post it in all athletic facilities and at all sites where interscholastic and intramural athletic events take place; and make it available on the school district’s or school’s website.

In the development and implementation of the emergency action plan, a school may use existing and appropriate public or private materials, models, personnel, and other resources and accept gifts, grants, and donations, including inkind donations, designated for the plan.

A new recommended policy, #5141.72, “Student Sports – Emergency Action Plans,” has been developed and is available upon request or from CABE’s web-based Policy Core Manual.

Connecticut School Attorneys Council Holds Annual Meeting Conrad Vahlsing

Staff Attorney, CABE

The Connecticut School Attorneys Council met in November in order to elect officers and discuss timely issues in education. John Khalil (CT State Department of Education) presented an overview of COVID-19-related mandates and guidance, and Patrice McCarthy (CABE) provided a legislative update. The group’s discussion touched on several topics, among them, special education issues, labor issues, and how the state may address virtual meetings going forward. The officers elected at the meeting included Michelle Laubin (Berchem Moses) as President, Conrad Vahlsing (CABE) as Secretary, and Patrice McCarthy as Treasurer.

The Journal – Connecticut Association of Boards of Education | January, 2022

9

How Are Districts Using New Funding?

New Ideas and Great Strategies Robert Rader

Executive Director, CABE

I recently had a conversation with SDE’s External Education Leadership Consultant Dr. Ellen J. Stoltz, who has been reading school districts’ plans for the use of new funding provided through the Elementary and Secondary School Emergency Relief Fund (ESSER) and the American Rescue Plan Act (ARP).

She explained that there are basically five priorities for spending under the Connecticut State Plan and she divided up her response following each priority.* Many of the actions taken by individual districts overlap different priorities. Twenty percent of the money must be used by districts to ameliorate learning loss and to accelerate learning.

Here are some of the ways in which the funding is being used: I. L earning Acceleration, Academic Renewal, and Student Enrichment: Districts are seeking to hire staff in order to reduce class size and for extended learning activities, such as extended days and extended years for all students, especially over the sum-

mer. In addition, several districts listed the Director of Special Education and the Assistant Superintendent of Teaching and Learning as equally responsible for developing, implementing and monitoring the effects of specific instructional strategies during the school year and for summer learning.

II. Family and Community Connections: Funding is being used to staff leadership positions to facilitate family/community connections. There are two particular concerns in school districts that are being addressed with families and communities: absenteeism, especially chronic absenteeism and social-emotional learning (SEL). Districts are trying to reassure parents that the students are getting what they need.

III. Social, Emotional, and Mental Health of Students and of Our School Staff: Districts are using money for SEL, not just for students, but for staff. New positions are being created to help with this. District staff also is embedding SEL in curriculum and ensuring there is oversight of these

activities.

IV. Strategic Use of Technology, Staff Development, and the Digital Divide: Districts have been using some of the funding for technological infrastructure. Districts have not only worked on this infrastructure across their districts, but, are trying to ensure that all individual schools and classrooms have the appropriate technology. They are also providing Professional Development to families, so that parents have the ability to help their children with their homework.

“Parents in the Park” is a program in New Britain. It is also holding Saturday classes for parents.

V. Building Safe and Healthy Schools: While not in the earlier version of the Plan, the State added this priority to the newest Plan. Under this priority, districts are working on ventilation and safety in the schools. Some are adding air conditioning.

Here are some examples of “great strategies” that Dr. Stoltz has identified in districts’ plans: • Middletown is using the funding to strengthen its career and

technology learning. In 2023, the high school will engage students in learning about aircraft, drones and even weather for pilots.

• Norwalk is building six outdoor classrooms to teach students to grow vegetables and other plants.

• Plainfield, Bloomfield and New Britain are using the funding to provide universal preschool.

• Bridgeport is providing stipends to university students to serve as interns and engage with younger students as academic tutors.

• East Hartford, added windows in a gym to provide “superior insulation, weather-resistance, and durability while still allowing operable windows where needed.” *For more information on the State Plans and Priorities, go to https://portal.ct.gov/SDE/COVID19/ COVID-19-Resources-for-Families-and-Educators/ARP-ESSER. Thanks also to SDE’s Chief Financial Officer Kathy Demsey and Director of Communications Eric E. Scoville for help with this article.

The CABE State Relations Committee met on November 30 to set CABE’s legislative priorities for 2022. Joining via Zoom were CABE State Relations Chair Chris Wilson (Bristol) and CABE Staff Attorney Conrad Vahlsing. Meeting in person were CABE Sr. Staff Associate for Government Relation Sheila McKay, CABE Vice President for Professional Development John Prins (Branford), Lydia Tedone (Simsbury), CABE President Liz Brown (Waterbury), CABE Administrative Associate for Government Relations Gail Heath, CABE Immediate Past President Donald Harris (Bloomfield), CABE Executive Director Robert Rader, CABE Deputy Director and General Counsel Patrice McCarthy, CABE First Vice President Leonard Lockhart (Windsor), and CABE Vice President for Government Relations Meg Scata (Portland).

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n January

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10

The Journal – Connecticut Association of Boards of Education | January, 2022

The Journal – Connecticut Association of Boards of Education | January, 2022

11

More Ideas Needed on Recruiting and Retaining Educators of Color Robert Rader

Executive Director, CABE

At its November meeting, SDE’s

Minority Teacher Recruitment Policy Oversight Council, on which I serve as the CABE representative, discussed the slow, difficult work to increase the number of African American and Hispanic educators in the State.

SDE has announced that the goal of 10 percent of Connecticut teachers being “minority” has been reached for 2020 (the percentage as reported in the Condition of Education 2019-20 has increased over the past five years from 8.1 percent). Yet, the gap between educators and students of color remains with 50 percent of the state’s 530,000 students identifying as students of color.

This is not merely a numbers game. Research has shown that having teachers of color are not only role models for students of color, but that all students gain by having teachers who are diverse. As we prepare students for the future, they must have

experienced working with and learning from people different from them.

In the discussion of MTR progress, it became obvious that some members of the Council, especially those who have been working on these issues for many years, were frustrated by the lack of more than incremental progress. They want new ways in which the State can help local districts increase the percentage of their educators of color.

Within a week after this discussion, I received a report from the Education Trust, a national nonprofit that works to close opportunity gaps that disproportionately affect students of color and students from low-income families.”

Jim Crow Debt: How Black Borrowers Experience Student Loans examines how to help students, particularly those of color, handle the heavy debt that so often impedes students who might want to enter teaching. Such college debt was discussed at the MTR meeting by Windsor Superintendent of Schools Terrell Hill, who is also the

What will CABE’s

Connecticut Online Policy Service (COPS) provide YOUR district?

• A policy manual updated within days of a board meeting • Access to your policy manual 24/7 anywhere with Internet capability • Time saving links to legal and cross references • A search engine specifically designed for board policy manuals • The ability to search other online districts for sim­ilar policies or language • A happier staff that will have less paper to deal with!

If you would like additional information on CABE’s Connecticut Online Policy Service (C.O.P.S.), call Vincent Mustaro at 860-571-7446 or email vmusta­ro@cabe.org for full details

founder and president of BLAC (Black Leaders and Administrators Consortium).

The Report, which does not supply individual state information, states that there a number of ways to examine the effects of college debt on students of color. The writers, Jalil Bishop and Jonathan Davis, state that “student debt is a racial and economic justice issue, and any proposed solution to the student debt crisis must center the perspectives, lived realities, and voices of Black borrowers, rather than solely use their data to frame the problem.”

The study is based on “a nationwide survey of nearly 1,300 Black borrowers and in-depth interviews with 100 Black borrowers across various points in one’s life. Rather than reporting student loan outcomes,” the writers focus on “borrowers’ perspectives and life experiences with student loans.”

Here are some of the findings: • Student loans are not “good debt”.

Contrary to the belief that college debt will lead to better, higher paying jobs, for black students, “these gains have never been equal and are continuously undercut. In our study, Black borrowers, even those with higher incomes and graduate degrees, challenged the assumption that student loans pay off.”

• “Income-driven repayment (IDR) plans feel like a lifetime debt sentence”. These are plans, which “Borrowers apply to enroll and, if they qualify, their monthly student debt payment is adjusted based on their discretionary income, and the standard 10-year repayment period is extended over 20-25 years — at

which point, they can apply to have their outstanding student loan balance cancelled.”

In interviews, many of those involved in these plans, “described their student loans as a ‘trap’ or ‘scam’ or drew comparisons between their experiences in these plans and historic examples of racial oppression.” Some called the plans as “lifetime sentences”.

• Limiting student debt cancellation would harm Black borrowers the most. According to the authors, “graduate programs usually prohibit students with scholarships and fellowships from working full time or require them to take on unpaid internships, field work, and course loads that make fulltime employment a non-option.

As a result, many borrowers must borrow, not just for tuition and fees, but also to cover necessary living expenses…having a graduate degree and a higher income did not mean these Black borrowers were off to the races. It got them a delayed start behind those with degrees and no debt and left them with little hope of ever catching up.”

• “Black borrowers noted that a system that encourages the use of student loans and ignores racial and economic evidence of inequality is designed to reproduce inequality. They also insisted that there are potential solutions that reflect alternative policy frames for racial justice. For instance, 80 percent of the Black borrowers we surveyed support government forgiveness of all student debt…

See RECRUITING page 15

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The Journal – Connecticut Association of Boards of Education | January, 2022

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.

We did this:

y helping school boards B to increase student achievement: z Sent two issues of “Policy Highlights” via e-mail list serve covering topics that affect student achievement.

Included topics pertained to student mental health issues, physical education, restorative justice disciplinary approach, graduation trends and classes for gifted students.

y ensuring members reB ceive the most up-to-date communications: z Prepared materials, as part of the Custom Policy Service, for Brookfield and Danbury. z Revised policies in the master resource file of policies and in the online Core Manual.

y promoting public B education: z Facilitated discussion on role of school boards with Southern Connecticut State University School Health Education students. z Participated as guest lecturer on how the Lighthouse Project helps boards promote increased student achievement at Sacred Heart University’s 093 Certification class. z Attended CAPSS Board of Directors Meeting.

y providing services to B meet member needs: z Revised policies, as part of the Custom Update Policy Service, for East Hampton, Franklin, Gilbert School, Marlborough, New Fairfield, New Hartford, Newington, Sterling, and Windham. z Attended a meeting of the Brookfield Policy Committee and explained the process and procedures to be used in the development of their new policy manual. z Staffed CABE’s annual Delegate Assembly. z Staffed CABE’s State Relations Committee to establish legislative priorities.

y helping districts B operate efficiently and conserve resources: z Assisted New Britain with its review of administrative regulations. z Posted policies online, as part of the C.O.P.S. Program for Avon, Bolton, Branford, Bristol, Brooklyn, Canterbury, Derby, Monroe, Newington, Orange, Region 16, Ridgefield, Sharon, Somers, Westbrook, Westport, Windsor, Woodbridge, and the CABE Core Manual.

y providing opportunities B for members to learn how to better govern their districts: z Facilitated roles and responsibilities workshop for Derby, Glastonbury, Hartland, Marlborough, New Canaan, Region 1 (including all

elementary districts that comprise the region) Trumbull, Watertown, and Winchester Boards of Education. z Hosted Board Chair Check-In and Update session. z Discussed with SDE how districts are using ARRP money. z Provided roles and responsibilities orientation for new board members in Darien and New London. z Presented CABE New Board/Experienced Board Member Conference, with over 130 in attendance. z Responded to 61 requests for policy information from 23 districts, providing sample materials on 45 topics.

Further, districts continue to access CABE’s online Core Policy Reference Manual and/or online manuals posted by CABE for policy samples. The topics of greatest interest were those pertaining to student attendance and admission issues, security of district electronic information, transgender students, and various instructional issues.

y attending Professional B Development to strengthen staff knowledge and skills: z Completed eCornell certificate program on Diversity and Inclusion. z Discussed CABE DEI efforts with representatives of the Nellie Mae Foundation. z Attended University of Hartford forums on education and regionalism. z Participated in meeting of the NSBA Federation of Trainers and Meeting Planners group.

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y representing ConnectiB cut school boards on the state or national level: z Attended WhatWillOurChildrenLose Coalition meeting. z Attended SDE/DPH Tuesday morning webinars. z Participated in NSBA Northeast Region meeting. z Attended meeting of SDE Minority Teacher Recruitment Policy Oversight Council meeting. z Attended Tow Youth Justice Institute focus group on suspensions and expulsions of students. z Participated in Anti-Defamation League Regional Board meeting. z Met with NSBA Northeast state school boards associations’ executive directors to discuss common concerns. z Attended State Board of Education meeting. z Participated in focus group on strategies to diversify the arbitration panel. z Participated in CT School Attorneys Council annual meeting. z Participated in School Discipline Collaborative meeting. z Met with Education Committee leadership to discuss CABE legislative priorities. z Participated in CT Bar Association’s Civics Education Committee meeting. z Participated in Special Education State Performance Plan Stakeholders meetings.

See CABE WORKING FOR YOU page 13

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The Journal – Connecticut Association of Boards of Education | January, 2022

13

Actions Taken by the State Board of Education Sheila McKay

Sr. Staff Associate for Government Relations, CABE

The State Board of Education, adopted national school library standards established by the American

DIVISIVE ISSUES

(continued from page 1)

kindness, etc.; • Articulating local student needs that guide board decisions and priorities; • Understanding the individual concerns and emotions that are driving public reaction; • Working as a leadership team and involving community organizations to join you in addressing controversial issues; • Explaining the importance of fact-based, respectful, and

CABE WORKING FOR YOU

(continued from page 12)

z Participated in focus group on resources to reduce suspension and expulsion.

Association of School Libraries.

Citing the need for foundational skills in digital citizenship, internet safety and media literacy, SDE places emphasis on the ability to differentiate fact from fiction. ongoing discussions that permit all perspectives; • Utilizing well tested strategies and expert staff to resolve conflict. These strategies often involve different sides of the arguments to be discussed at the same time; • Securing the safety of places for discussion to ensure that no one is harmed in the process; • Protecting the privacy rights of faculty, students and families; • Allowing even unpopular ideas to be expressed in the interest of preserving the democratic z Participated in a meeting of the CAPSS Technology Subcommittee z Participated in a meeting of the Connecticut Commission for Educational Technology.

Also approved was a one-year extension of temporary certification endorsements due to the pandemic.

This allows utilizing a certified teacher instead of a substitute and is a big asset with the ongoing teacher process and ensuring all perspectives are valued; • I nviting experts to represent the factual background of the issues at hand; and, •E ngage civic leaders to participate in supporting the public schools and their mission.

Tips to set the stage for productive board meetings

• I nclude the mission statement on the agenda; •R ead the mission statement at the beginning of the meeting, as well as the protocol for public

z Participated in the board of directors meeting for Discovering Amistad (as well as Executive Committee, Strategic Planning Committee and Ship Committee meetings).

shortage. Also, paraeducators utilizing 20 months of successful service in lieu of 12 credits, reimagines their pathway to becoming classroom teachers.

participation. (Here are links to New Canaan, Bloomfield and Windsor opening statements); • Focus on action items in the Board’s purview; • Listen respectfully to the public and your Board colleagues; and, • Support the Board chairperson’s actions to maintain civil discourse.

CABE appreciates the assistance of our school Board association colleagues across the country for providing information and guidance for this document.

Managers meeting. z Participated in New England School Public Relations Association (NESPRA) formation meeting.

z Participated in NSBA Convention

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14

The Journal – Connecticut Association of Boards of Education | January, 2022

Strengthen Your Board with a Retreat Robert Rader

Executive Director, CABE

Facilitating retreats for CABE member Boards of Education and Superintendents is a service that our members often access. There is no charge (!) to members to have our Staff facilitate a retreat, or to hold it in the Rovins Conference Room at the CABE Office. Some districts ask us back year after year for a “tuneup”, to help new members better understand their roles and responsibilities and to set goals.

CABE’s Staff is experienced, not only in presenting information and best practices to our members, but helping Board members and Superintendents have thoughtful conversations on how to raise student achievement, strengthen their relationships with each other and the community and how to have more effective meetings. These are just a few of the subjects of the retreats. Perhaps the most helpful retreats are those in which we use the Board’s filled-outand-returned self-assessments to bring up issues — particularly those items on which Board members are divided.

Board of Directors’ Retreats

CABE holds a retreat for our

Board of Directors annually and uses it to discuss issues concerning the Association and educational issues in general.

How does a retreat differ from a regular board meeting?

While there is usually an agenda, the retreat is an opportunity to concentrate on specific issues, not the “usual” work of the Board. The idea is that the retreat’s logistics and the environment will allow attendees an opportunity to think more broadly and spark creative thought and a more frank discussion than before television cameras with members sitting at the formal table.

Comfort and Price

The comfort of the attendees is crucial. The CABE Board generally meets at the New Haven Lawn Club in January, where sitting on overstuffed chairs with a warm fire in the fireplace, is a good environment for thinking through complex issues.

Food and beverages should be easily available. The idea is for everyone to feel they want to be a part of good conversation and get to know others on the Board and the Staff.

Be careful about the costs. While the comfort of attendees is important, taxpayers will probably not applaud the spending of large funds for the Board retreat. Sometimes, however, foundations or local companies may be glad to provide an appropriate setting.

Preplanning is key to getting the most value out of your retreat. It’s critical to design it with clear goals in mind and the agenda should take into account both the time allotted and the energy levels of the participants. Thus, the early afternoon after a hearty lunch is NOT an optimal time to discuss big new plans and, CABE Staff will tell you, neither is a Friday afternoon!

Don’t be overambitious. Better to do a great job on just a few items than just a fair job on lots.

The Facilitator

A crucial determinant of failure or success will be the selection of your facilitator. Usually it’s best to use an “outside neutral” who comes in without “local baggage” and can objectively weigh ideas without judging the person who suggested them.

The outside facilitator can hold attendees accountable for their suggestions and comments. He or she will often have more experience than others in leading a group discussion and developing goals. If the Board asks it of the facilitator, he or she should discuss expectations with participants before the retreat.

Sometimes, an “inside” facilitator is better, especially when a good part of the retreat is done more “classroom style” — one way teaching of information. The inside facilitator may have a better understanding of the issues in some situations. For example, if class sizes are a part of the discussion, it may be helpful to have someone facilitate who knows the schools and the community.

Sometimes our boards use the superintendent to facilitate. I know of some who are very good at ensuring the board and the superintendent come away unified and energized and they know the community and the schools. However, remember that it might be better to have the superintendent as an active participant.

The Retreat Itself

Often the retreat begins with an “icebreaker”, especially if the attendees don’t know each other. Experts say, however, don’t use the word “icebreaker” — people hate it.

Once the working part of the retreat starts, make sure you capture all thoughts, so even those with really out-of-the-box ideas feel free to

contribute. Mix up activities, such as group discussion and breakouts, if the group is big enough.

The Outcome

The facilitator should keep things moving, concluding with goals for continued improvement. Expected results of the retreat should include a written action plan which establishes a prioritized list of who is expected to accomplish the results, when, and how.

After the retreat is over, but not too long after, the facilitator should, if this is the expectation, provide a report to the Board of the outcome of the retreat. Often there’s a later checkin with the Board and Staff, such as a meeting a few months later, where the facilitator and the Board can discuss what has been accomplished on the action plan.

Experts suggest that the results can be changes in the perceptions of attendees, rather than what’s on paper.

People hear others’ ideas and comments and those can change opinions.

It also should serve as a bonding experience for the Board members and superintendent.

Good luck with your retreats and please don’t hesitate to call us if we can be of help with your retreat!

Legal Notes for Retreats • Retreats are meetings.

• They are special meetings unless held on a regular meeting date on the list of regular meeting dates adopted by the board and forwarded to the Town or City Clerk.

• Public notice must be posted at least 24 hours prior to the meeting • The notice must include the agenda and agenda topics must be stated with enough detail for the public to be reasonably informed of what the Board will cover.

• Minutes must be kept.

• If the retreat is a special meeting, items may not be added to the agenda during the meeting.

• Retreats must be open to the public and business must be discussed and acted on in open session, including, but not limited to, discussion and action regarding Board and Superintendent goals, strategic planning, budget, staffing, and district realignment.

• Executive session may be held but only for the purposes allowed under the FOIA. • Board self-evaluation may be held in executive session ONLY for discussion of the performance of the Board.

The Journal – Connecticut Association of Boards of Education | January, 2022 RECRUITING

(continued from page 11)

For many of those surveyed, debt cancellation was a matter of racial justice.”

There are continuous efforts in Connecticut to close the gap and address financial concerns of those people of color considering going into education or those already in the pipeline. The Minority Teacher Incentive Program awards grants of up to $5,000 per year for minority students in undergraduate teacher preparation programs. The TEACH.org program offers application fee reimbursements and scholarship and financial aid opportunities and the RESC MTR Alliance provides local districts with minority teacher recruitment opportunities and support for recruitment efforts.

In addition, SDE has been working with the Connecticut Higher Education Supplemental Loan Authority to develop a teacher loan subsidy program. The goal is to roll out the program by the Fall of 2022.

As part of its continuing work on these issues, CABE First Vice President and Chairman of the Board’s Diversity, Equity and Inclusion Committee Leonard Lockhart (also, Windsor) stated that one of the tasks for the Committee is to help provide

recommendations on recruitment and retention of teachers of color. Examining the issues brought up in this

Report will help CABE provide recommendations that are the most helpful to future educators of color.

15 Thanks to members of SDE’s Talent Office for providing information for this article.

Edsight, SDE’s data center, provides information on the number of educators of color in each district (https://edsight.ct.gov/SASPortal/main.do). There are a number of programs led by SDE’s Talent Office that are aimed at increasing the number of teachers of color, including:

Educators Rising

Educators Rising Academy curriculum embedded in social justice and leadership, developed by Phi Delta Kappa, is now employed in 18 districts. Its goal is encouraging students “early on to consider careers in education and diversifies the state’s teacher workforce”. The program “emphasizes fundamental professional practices that are critical for the next generation of aspiring teachers to develop and take their first steps on the path to realizing their full potential.”

More information can be found at https://educatorsrising.org/growyourown/.

NextGen Educators

This program represents a partnership that started in 2020 between SDE and Central Connecticut State University. It is focused on bringing “highly motivated college students from CCSU seeking education degrees into Connecticut’s K-12 classrooms to ease pressures on current teachers and contribute to the success of students.

In its second year, the program now includes Southern CT State University, Western CT State University and the University of St. Joseph. The initiative is designed to be highly flexible to provide future educators with experience and mentorship while addressing districts most pressing staffing needs without placing an added burden on administrators or teachers.”

More information is available at https://portal.ct.gov/-/media/SDE/Talent_Office/CCSU_NextGen_ Educators.pdf.

RESC Alliance, Relay and Higher Education Teacher Residency Programs

These programs are designed to help recruit non-certified individuals who seek to become certified teachers. The majority of enrollees are employed by local school districts as para-professionals and in other capacities. These programs offer a variety of certifications that students may pursue, with the goal of diversifying our educator workforce.

More information can be found at www.crec.org/c/trp; https://www.relay.edu/location/connecticut; and ohe.arc@ct.gov.

16

The Journal – Connecticut Association of Boards of Education | January, 2022

CABE NEW BOARD MEMBER ORIENTATION AND LEADERSHIP CONFERENCE – DECEMBER 8, 2021

CABE Sr. Staff Associate for Government Relations Sheila McKay presented a leadership preconference session The Advocacy Role of Boards of Education.

CABE First Vice President Leonard Lockhart (Windsor) and Past President and NSBA Northeast Representative Lydia Tedone (Simsbury) presented a preconference session, What I Wish I Had Known When I Started Board Service, for new board members.

EdAdvance Chief Operating Officer Rich Carmelich and Naugatuck Business Manager Bernice Rizk presented a preconference session, School Finance 101, for new board members.

CT State Department of Education Deputy Director Desi Nesmith addressed participants about the state of public education in Connecticut.

CABE Staff Attorney Conrad Vahlsing, Secretary/ Treasurer Lon Seidman (Essex), and Sr. Staff Associate for Field Services and Coordinator of Technology Nick Caruso presented a leadership preconference session, Effective Board Meetings.

CABE President Liz Brown (Waterbury) welcomed conference participants.

CABE Executive Director Bob Rader facilitated a session on Roles and Responsibilities of Board Members and Superintendents with panelists CABE President Liz Brown (Waterbury) and Immediate Past President CABE DEI Consultant Martha Brackeen-Harris and Donald Harris (Bloomfield), CAPSS President Elect Matt Executive Director Bob Rader presented a session on Conway (Derby) and President Mark Benigni (Meriden). Diversity, Equity and Inclusion.

CABE Deputy Director and General Counsel Patrice McCarthy, CABE Staff Attorney Conrad Vahlsing, and CABE Sr. Staff Associate for Government Relations Sheila McKay presented a session, Statutory Requirements, Legal Issues and Advocacy, to new board members.

CABE Associate Tony Perugini (Cheshire) and Superintendent Jeff Solan (Cheshire) presented a session, Leadership in Divisive Times, for leadership participants.

CABE Sr. Staff Associate for Policy Services Vin Mustaro presented a session, The School Board’s Policy Role, to newly elected board members.

CABE Executive Director Bob Rader and Deputy Director and General Counsel Patrice McCarthy facilitated a Leadership Check-In and Update for the leadership participants.

CABE Sr. Staff Associate for Field Services and Coordinator of Technology Nick Caruso provided the closing session, Five Common Mistakes Board Members Make.

The Journal – Connecticut Association of Boards of Education | January, 2022

17

Pullman & Comley’s Education Law Team Congratulates Michael P. McKeon We congratulate our friend and colleague, Mike McKeon, on his recent appointment as Director of Legal and Governmental Affairs for the Connecticut State Department of Education. It is a well-deserved honor.

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