Illinois School Board Journal January/February 2024

January/February 2024 Vol. 92 No. 1

Crucial Characteristics of a Leader

Welcoming Newcomer Students

Celebrating the Conference Experience

Front Page

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This issue of the Illinois School Board Journal opens the new year by reflecting on some of the key topics that education leaders discussed in 2023; these key school governance conversations will continue into 2024.

Last time out, the Journal had more contributions on equity topics than we could fit in one publication, so we have carried some of those conversations over into the new year. It’s an opportunity to look again at educational equity in school districts and leadership issues concerning equity, diversity, and inclusion.

We thank our collaborators at the Latino Policy Forum for sharing their work. “Newcomers” is an umbrella term for newly arrived foreign-born students who typically do not have mastery of the English language and who have families who may be unfamiliar with the U.S. school system. In “Serving Newcomer Students: Voices From the Field,” starting on page 21, discover what’s new in supporting newcomer students and what districts are doing to welcome them and work towards quality public education for all.

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In this Journal, readers will also continue a deep dive into “Crucial Characteristics of Leaders of Integrity” with Part II in the series by Don Parker. This series explores the multifaceted ways that leader integrity impacts school equity and this issue’s installment, starting on page 33, covers the topic of ethical leadership, which is vital if one is to be a driving force that not only aspires to but also achieves educational equity.

Still a key conversation heading into 2024 and beyond, the educator shortage continues to prompt searches for solutions. The Journal’s frequent voices on the topic, and a few new voices, have contributed their latest thoughts on this issue: Some good news, some bad news, and some proposals for the future. Read commentary by Jim Rosborg and Ralph Grimm, “Teacher Shortage: Combining Strategies for Retention, Attrition, and Recruitment,” on page 29. We will have another article on this important topic in the next issue: “Ensuring the Future: A New Pipeline for Preparing Teachers Must Be a Top Priority” by Hans Andrews and Greg Rockhold.

Thanks to all for keeping this topic in perspective and in sight.

While recalling, reviewing, and celebrating the last Joint Annual Conference, as readers can do starting on page 11, we are also already talking about how to make the 2024 Conference even better.

It will be a tough act to follow.

We hope participants at the 2023 event were able to experience the moments of uplift and take plenty of ideas and solutions back to their districts and communities, and that everyone involved found value in the opportunity to “Learn Together. Lead Together.”

As school board members in Illinois enter the new year, we thank you for your service. The work is challenging in the best of times, and your commitment to your school districts and communities is to be applauded. Also, thanks for reading the Journal. We encourage members to take advantage of this publication and everything else IASB has to offer, and let us know if we can assist further.  Theresa Kelly Gegen is the Editor of the Illinois School Board Journal and can be reached at tgegen@iasb.com.

Table of Contents COVER STORY

11 Leading and Learning Together

By Kara Kienzler, Heath Hendren, and Theresa Kelly Gegen Photography by Michael Hudson

The 2023 Conference underscores the value of continuous learning among peers and stakeholders.

FEATURE STORIES

18 Take 20: Administrator Salaries Series

By Theresa Kelly Gegen

Crunch the numbers with the 20th edition of the series.

Newcomer Students: 21 Serving Voices From the Field

By Alaynah Garibay and Rebecca Vonderlack-Navarro

How are school districts addressing the needs of newcomer students?

REGULAR FEATURES 2 Front Page 4 Leadership Letter Learn and Lead Together

6 From the Field

The Mutual Accountability Playbook

COMMENTARY

9 Advocacy Angle

29

Teacher Shortage: Combining Strategies for Retention, Attrition, and Recruitment

By Jim Rosborg and Ralph Grimm

How do we keep teachers on the job and deal with the attrition of experienced and early career teachers?

33

Be Ethical: Crucial Characteristics of Leaders of Integrity, Part II

Two Sides of the Joint Annual Conference

36 Practical PR

Making Connections

42 Milestones 43 Insights

By Don Parker

The series continues with the importance of ethics.

July/August 2019 Vol. 87 No. 3

Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Editor Bridget Kusturin, Advertising Manager Jennifer Nelson, Copy Editor Katie Grant, Design and Production Matt Schultz, Design and Layout Jeff Armbruster, Typesetting

ILLINOIS SCHOOL BOA R D JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of Sc hool B oa rd s, 2921 Ba ker Dr ive, Springfield, Illinois 62703-5929 (217) 5289688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 60148-6120 (630) 629-3776.

The JOURNAL is supported by the dues of school boards holding active membership in the Illinois Association of School Boards. Copies are mailed to all school board members and the superintendent in each IASB member school district.

Non-member subscription rate: Domestic $20 per year. Foreign (including Canada and Mexico) $25 per year.

Publication Policy IASB believes that the domestic process functions best through frank and open discussion.

Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. Copyright © 2024 by the Illinois Association of School Boards (IASB), the JOURNAL is published six times a year and is distributed to its members and subscribers. Copyright in this publication, including all articles and editorial information contained in it is exclusively owned

by IASB, and IASB reserves all rights to such information. IASB is a tax-exempt corporation organized in accordance with section 501(c)(3) of the Internal Revenue Code.

January/February 2024 • 3

Leadership Letter

Learn and Lead Together

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By Kimberly Small

As leaders governing school districts, it is important for school officials to take time and learn together and lead together to enhance their confidence and competencies in governing their local school districts. Every year, IASB develops content and resources covering dozens of topics including budgeting and school finance, safety and security, teacher recruitment, student voice, engaging the community, school laws, and equity, diversity, and inclusion.

desired outcomes or a lack of trust in the data or evidence that will be used to support the board in its policy, decision-making, and monitoring roles.

An overarching theme from the General Sessions of the 2023 Joint Annual Conference keyed on relationships, getting through disagreements and lack of clarity about desired outcomes. This included a success story about how obtaining an education changed the trajectory of Tererai Trent’s life, and about education being the

“A vital part of this process is to obtain clarity regarding two important questions. What do we want to accomplish? How will we know we have met our goals?”

This year was no different during the 90th Joint Annual Conference. School officials from across Illinois came together to receive up-to-date content related to current education trends and to learn how other districts are meeting challenges and finding successes educating Illinois’ almost two million public school students.

Impediments to effective school board governance can be a lack of agreement or clarity about 4 • Illinois School Board Journal

catalyst to stop the generational cycles of poverty in her family.

The theme was apparent in the session with Bill de la Cruz, that relationships matter and to create them we need to understand each other’s backgrounds and have conversations where everyone is included in the conversation.

And clarity and trust arose on the final day of Conference in the discussion with Sarita Maybin about tools for having meaningful

conversations through receiving and delivering feedback without getting defensive and communicating with curiosity and positivity to impact results.

Education changes the trajectory of a student’s life. It opens opportunities and helps them develop relationships that matter.

Likewise for our boards of education and their members, creating and maintaining relationships opens avenues to clarity. Meaningful, safe conversations support the board towards its desired outcomes and creates the trust necessary to move forward with the board’s policy-making, decision-making, and monitoring roles.

To provide students with a quality public education, our members must work together and have conversations with each other, even when they may disagree, about how to meet their students where they are — with no exceptions. The challenge to meet every student where they are and to ensure that every child has access to high-quality educators, a safe and welcoming learning environment, and excellent academic and mental health programs and services is no doubt daunting.

A vital part of this process is to obtain clarity regarding two

important questions. What do we want to accomplish? How will we know we have met our goals?

These answers begin by ensuring that a quality public education for all students is the goal, that everyone making decisions related to that deliverable is included in the conversation, and that conversations are entered into with curiosity and positivity to impact clarity in a district’s mission and vision.

Clarity regarding expected outcomes and the measures of success that the board will use in monitoring the district’s progress — those conversations at the board table — are the critical initial steps to learning and leading together, to effectively govern and provide students with a quality public education ultimately impacting the lives of all students, their families, and their communities.  Kimberly A. Small, J.D., is Executive Director of the Illinois Association of School Boards.

IASB Administration and Staff

As of December 15, 2023 OFFICE OF THE EXECUTIVE DIRECTOR Kimberly Small, Executive Director Jeremy Duff y, Deputy Executive Director/ General Counsel Tulsi Srinivasan, HR Director Chris Montrey, Admin. Assistant

BOARD DEVELOPMENT Lori Grant, Associate Executive Director Sandra Kwasa, Director Kathryn Bulava, Assistant Director Rhonda Cass Mackiney, Assistant Director Haylie Noltensmeier, Admin. Assistant Linda Zulaski, Admin. Assistant

ADMINISTRATIVE SERVICES Jennifer Feld, Chief Financial Officer/Associate Executive Director Karen Faith, Asst. Business Manager Camille Gillette, Specialist III Ruth Ann Ferris, Receptionist Sally Kimmel, Receptionist

EXECUTIVE SEARCHES Patricia Sullivan-Viniard, Director Tim Buss, Consultant Jim Helton, Consultant Dave Love, Consultant Alan Molby, Consultant Vic Zimmerman, Consultant Mary Torgler, Admin. Assistant

OFFICE OF GENERAL COUNSEL Jeremy Duff y, General Counsel/ Deputy Executive Director Maryam Brotine, Assistant General Counsel Debra Jacobson, Assistant General Counsel Ummehani Faizullabhoy, Assistant Director Michael Ifkovits, Legal Assistant Karis Li, Legal Assistant

INFORMATION TECHNOLOGY Chris Lawton, Director Patrick Shea, Assistant Manager

POLICY SERVICES Angie Powell, Associate Executive Director Nicholas Baumann, Director John Fines, Director Garth Minor, Director Tammie Ng, Director Breanna Rabacchi, Assistant Manager Emily Tavernor, Assistant Manager Tasha Levy, Admin. Assistant Jennifer Robinson, Admin. Assistant Tayler Heidbreder, Specialist GOVERNMENTAL RELATIONS Mary Ellen Buch, Director Barbara Hobrock, Director Mike Stevens, Director Alie Wagner, Admin. Assistant MEETINGS MANAGEMENT Carla S. Bolt, Director Natalie Duke, Assistant Director

“I’m worried this learning stuff will just go on and on and on.”

FIELD AND EQUITY SERVICES Nakia Hall, Associate Executive Director Reatha Owen, Senior Director Patrick Allen, Director Arlana Bedard, Director Perry Hill IV, Director Laura Martinez, Director Natalie Williams-McMahon, Director Yolanda Chavez, Admin. Assistant Nancy Johnson, Admin. Assistant Chelsea Reimann, Admin. Assistant Cindy Rispens, Admin. Assistant Shantel Rotherham, Admin. Assistant Miranda Sexton, Admin. Assistant Gretchen Watson, Admin. Assistant COMMUNICATIONS Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Director Heath Hendren, Director Jennifer Nelson, Director Isaac Warren, Assistant Director Bridget Kusturin, Admin. Assistant PRODUCTION SERVICES Katie Grant, Director Matt Schultz, Graphic Designer Jeff Armbruster, Print Shop Operator/Graphics

Staff emails: First initial and last name preceding iasb.com

January/February 2024 • 5

From the Field

The Mutual Accountability Playbook

By Arlana Bedard

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One of the fundamental premises of school board work involves the building of the school board team — a group of seven elected officials with the shared purpose of governing a school district. The Illinois Association of School Boards highlights the element of teamwork in one of its six Foundational Principles of Effective Governance: The board takes responsibility for itself.

Governing is challenging enough, adding the complexity of continually building a high-functioning team can be overwhelming. Your perseverance

“Once you have arrived at the commitment stage, you should plan for follow up. Create a teambased action to hold yourselves accountable. Specificity is critical — assume nothing.” and commitment to the team element of board work is ultimately for the benefit of your students.

In The Taking Action Guide for the Governance Core, the authors share a compelling reason for building the team, stating “A shared moral imperative — a relentless commitment to the learning of all students, no exceptions — must drive the work of the board and its individual and collective action.”

Too often though, boards get “stuck,” and seem to address the same internal issues on an ongoing basis.

This pattern is a symptom of the need to focus on 6 • Illinois School Board Journal

building mutual accountability dispositions and routines in the board’s practice. Mutual accountability represents the clear commitments that are kept amongst team members. It is the lever to help ensure focus, effective team behavior, and a positive team culture. These practices are developed over time. In fact, no matter where a team is in its development, it can bolster its practice.

This playbook offers an overview of the features of accountable teams, tips from the field, and suggestions for when things go awry.

How Do You Build a Team That Practices Mutual Accountability?

• Develop a shared understanding of school board work and the rules of engagement for your board.

Ensure each board member and the superintendent understand board governance and their respective roles and responsibilities. Be sure to regularly review board norms and protocols.

Is there shared agreement? How do you know?

How often do you verify? ◦ Tip: Consider an activity where each board member signs the Code of Conduct for Members of School Boards. Publish those signed commitments. On a regular basis, reflect on the degree to which the team has followed through on their commitments.

• Build a culture of trust and psychological safety.

Focus on building trust and making connections between people. Establish an environment where it is not only safe to disagree or provide alternative viewpoints, but also encouraged.

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◦ Tip: Have a meal together before the board meeting.

Sharpen your focus on the goals that center your work. Ensure you have compelling district performance goals that all board members agree with and understand. Shared responsibility for those goals is key. Develop a monitoring process so that the board is actively monitoring results and progress. ◦ Tip: Using a scorecard tool, review and discuss specific goal areas on a predictable and manageable schedule.

In addition to your district priorities, what are your board process goals? What areas would you like to improve as a board team? For example, how well do you seek other perspectives and listen to each other? ◦ Tip: Identify one improvement area related to board processes, what success will look like, and how you will monitor yourselves.

Lead by example. The teams with the strongest accountability orientations do not tolerate finger-pointing. Accountable team members start by reflecting on their own behavior and their responsibility for the issue. They are also comfortable about doing so publicly. ◦ Tip: During a board self-evaluation session, ask colleagues to provide you feedback on something you wonder about with respect to your own behavior.

Engage in Reflection and Feedback Regularly.

Establish informal and formal efforts to checkin on progress. Events like board self-evaluations are designed to provide board members with the opportunity to reflect on what is working and what is not and commit to what they would like to improve. Mine for the issues that seem to be under the surface. Address those early on to prevent them from festering and picking up energy. ◦ Tip: Use exit slips at the end of meetings or on a quarterly basis to provide each person with an opportunity to provide feedback on the meeting.

Review results together.

What If You Still Have an Internal Issue Impacting Your Team?

What if you and your team have been thoughtful about your processes, and something still happens that breaks trust in some way, whether it is a one-time event

IASB Board of Directors As of December 15, 2023 PRESIDENT Mark Harms VICE PRESIDENT Tracie Sayre IMMEDIATE PAST PRESIDENT Simon Kampwerth Jr. TREASURER Marc Tepper ABE LINCOLN Christopher Gordon

NORTH COOK Alva Kreutzer

BLACKHAWK Jeff Johnson

NORTHWEST Chris Buikema

CENTRAL ILLINOIS VALLEY Tim Custis

SHAWNEE Sheila Nelson

CHICAGO PUBLIC SCHOOLS Jianan Shi CORN BELT Nick Sartoris DUPAGE Thomas Ruggio EGYPTIAN Lisa Irvin ILLINI Kimberly KenileyAshbrook KASKASKIA Linda Eades KISHWAUKEE Robert Geddeis LAKE Marc Tepper

SOUTH COOK Joyce Dickerson SOUTHWESTERN Mark Christ STARVED ROCK Jim McCabe THREE RIVERS Liz Campbell TWO RIVERS Lisa Schwartz WABASH VALLEY Mandy Rieman WEST COOK Janice Roeder WESTERN Sue McCance SERVICE ASSOCIATES Stephen Nelson

The vision of the Illinois Association of School Boards is excellence in local school board governance supporting quality public education.

The mission of the Illinois Association of School Boards is to Light the Way for its members by developing their competence and confidence through a robust toolkit designed to build excellence in local school board governance, including • Premier training experiences; • Networking opportunities for mutual support; • Valuable benefits, pooled services, information, and expertise; • Advocacy on behalf of public education; and • A platform for a strong collective voice on common interests and concerns.

January/February 2024 • 7

or a pattern of behaviors? The rule of thumb is that if you spend time thinking about it off-line, it may be time to speak up. Because there is no legal mechanism to address most non-supportive team behaviors, your external options are limited and include the school board

“Plan your conversation by [asking]: What has happened or continues to happen? How do we know? What is the impact? What may be the root cause(s)? What are alternatives to resolve the issue? ” election process, public censure, or intervention from the Regional Office of Education. Most often, however, you must turn inward to address your concerns.

Consider the board’s responsibility for allowing the issue to grow. In Crucial Accountability, Kerry Patterson and his colleagues argue that accountability issues are typically not rooted in specific behavior(s), but in what happens afterwards. What are the consequences for bad behavior on your board?

• Articulate the issue. Once you have decided to address an issue, be sure you are clear you understand it. Plan your conversation by using questions such as: What has happened or continues to happen? How do we know? What is the impact?

What may be the root cause(s)? What are alternatives to resolve the issue? ◦ Tip: Try to narrow the issue down to a single sentence.

• Determine if and how you should respond. Problems need to be addressed in a timely manner because they rarely resolve themselves and will continue to grow if no one is held accountable.

Many accountability experts argue for treating issues as group problems, even if early-stage interventions are focused on the individual.

A potential response continuum for addressing issues follows, adapted from The Team Handbook

by Peter R Scholtes, Brian L. Joiner, and Barbara J. Streibel: • Do nothing (non-intervention).

8 • Illinois School Board Journal

• Private conversation (minimal intervention).

Oftentimes, these are called accountability conversations. They can include the board president, superintendent, or another trusted person.

• Impersonal group time (low-level intervention).

Don’t point out the individual. Group processes problems together.

• Private focused conversation (medium-level intervention).

• In-group focused conversation (high-level intervention).

• Dismissal from the group (rarely used — very high-level intervention). See previous mention of Regional Office of Education involvement.

Your objective is to identify and commit to changes in behavior. You may not walk away from a discussion completely satisfied, or even with commitments, because it may take time to get there. ◦ Tip: Unless you are dealing with an egregious issue, start with lower levels of intervention.

Follow Up

Once you have arrived at the commitment stage, you should plan for follow up. Create a team-based action to hold yourselves accountable. Specificity is critical — assume nothing. ◦ Tip: Consider the use of checkups and checkbacks (Crucial Accountability) as forms of follow up on action-oriented commitments. A checkup for a board is a planned, focused conversation on the action plan’s agreed-upon next steps after a specified period.

Whereas a checkback is a quick, routine report out to ensure there is still movement and progress.

Go Slow to Go Fast

Building a culture of mutual accountability can help move us through the complexity of board work.

The good news is that accountability (individual and mutual) skills and habits can be learned. They require intentionality, focus, practice, and patience. Consider taking the advice of Peter Senge, iconic systems change thought leader. “Go slow to go fast” to propel your team and district forward because your students are counting on you.  Arlana Bedard is Director of Field and Equity Services with the Illinois Association of School Boards.

Advocacy Angle

Two Sides of the Joint Annual Conference

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By Barbara Hobrock

Throughout my tenure as a school board member, I was fortunate enough to attend the Joint Annual Conference twice. This year was my first experience attending as an IASB employee. While the two experiences are similar in many ways, the differences are clear.

Overall, the vibe and feel of being there is one of excitement, positivity, and purpose.

The first time I attended in 2018, it was overwhelming to say the least. The vast size of the Conference and everything that is available to school board members and attendees is beyond impressive. I had no idea that so much information, training, and support was available until I attended the Conference. I was in my second year serving on my school board and did not completely know what I needed as a board member. Still learning my role, I chose panels that would broaden my understanding of my purpose. The panels surrounding how to build an effective relationship with your superintendent were especially helpful. After all, in order to work together, the board needs to establish a great relationship with their superintendent.

Connecting with other school board members throughout the

Conference was an unexpected bonus. As I walked into a Panel Session regarding rural schools, I met a fellow board member from another district that I knew only through email. We bonded over our rural district needs and have used each other as sounding boards with issues in our districts over the years. Even after I retired from the board, we have continued to work together for the betterment of students and districts.

After Conference, I brought back information to my board that we previously had no idea existed.

While we were receiving many emails from IASB regarding the Delegate Assembly and resolutions, we had never taken action to have meaningful discussions surrounding the resolutions or send a delegate to the Delegate Assembly. We figured our little voice was not big enough to be a part of the conversation, but we were wrong. It was at the Conference that I learned that delegates vote on resolutions proposed by districts and if passed, those resolutions become IASB Position Statements. The Position Statements are what drive the advocacy work of the Association. Our voice mattered and my purpose was to be that voice for our district and every one of our students.

My second year attending the Joint Annual Conference, I was honored to be our delegate at the Delegate Assembly. Our board discussed the proposed resolutions, we decided our position on those resolutions, and I voted on our behalf. It felt great to participate in democracy for our students and be a voice we thought no one would hear. I also attended panels that were more in-depth of what our district needed, because I gained a better understanding of our needs.

I grew as a board member and the Conference grew with me. Whether you are a new or seasoned board member, the Joint Annual Conference has something to offer.

This year as an IASB employee, I was fortunate enough to host a Panel Session. Over months, I worked with esteemed leaders in education to create a meaningful panel for not only school board members, but all attendees. “Here a Mandate, There a Mandate, Everywhere a Mandate” discussed the impact of mandates on school districts through the lens of a school board member, superintendent, and principal. The panel supports two Position Statements for IASB, which brought my work full circle. I was once voting on what would create the Position January/February 2024 • 9

Statements, and now I am working for the member school boards to fulfill those Position Statements. I am hopeful the conversation will continue to grow with members bringing back information to their boards to discuss.

Being on the planning end of the Delegate Assembly and watching democracy unfold was exciting. Serving school board members in this way was fulfilling, intimately knowing the purpose of their work. Each person represented so many students, and their voices mattered. There are many details that need to be considered when facilitating such a meeting for more than 450 people and planning takes months. It also takes a team that communicates well, supports each other, and compliments

10 • Illinois School Board Journal

one another. I am so grateful to be on that team.

But what was more astounding to me as an IASB employee during the Joint Annual Conference this year was the immense amount of planning, coordination, collaboration, outreach, comradery, skill, and detail needed from every single IASB employee to make this phenomenal event happen for our members. As a board member, I attended, went to panels, dinners, and events, and took it all for granted. It was all just there! Hosting an event of this magnitude is no small feat and I am so humbled to have been a tiny part of it. I am also forever grateful that my experience as a board member has given me the opportunity to serve other board members in this capacity.

The two sides of the Joint Annual Conference share excitement, comradery, and purpose.

As a school board member, I was excited to represent my district and grow as a board member, build relationships with other school board members, and define my role and purpose in serving my community. As an IASB employee, I was excited to serve our members in many ways, build even more relationships, and continue to define my purpose in my current role. I am forever humbled to advocate for our school boards, and I hope to see you at the Joint Annual Conference next year.  Barbara Hobrock is Director of Governmental Relations with the Illinois Association of School Boards.

Conference Overview

90 IASB•IAS A•IASBO th

Leading and Learning Together

By Kara Kienzler, Heath Hendren, and Theresa Kelly Gegen Photography by Michael Hudson

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One of the most important characteristics for leaders is the willingness to learn and grow in their own professional development,” said 2021-2023 IASB President Simon Kampwerth, Jr., in his Friday General Session welcome. “This Conference provides us with that opportunity, year after year.”

The theme for #ILjac23 — Lead Together.

Learn Together. — underscores the value of continuous learning among peers and stakeholders. School board members and district staff come together each year to share success stories, discuss challenges, and discover solutions to help improve educational outcomes. The 2023 event welcomed more student voices to the mix.

Hosted by the Illinois Association of School Boards, Illinois Association of School Administrators, and Illinois Association of School Business Officials, the IASB/IASA/ IASBO Joint Annual Conference is recognized as one of the nation’s largest state education conferences and a premier training event for Illinois school board members, administrators, and business officials.

The 2023 Conference marked the 90th year IASB has hosted the event. Members from the three statewide organizations participating represented more than 698 Illinois public school districts. Overall attendance*, including exhibiting vendors and guests, topped 8,900.

Of the approximately 5,169 registrations, 23% were attending the Conference for the first time.

*Participation numbers based on preliminary data as of November 19, 2023. Total attendance includes school board members, administrators, superintendents, attorneys, regional superintendents, ISBE board members, IASB Service Associates members, exhibitors, secretaries, township treasurers, special education district representatives, university personnel, and guests of registrants.

January/February 2024 • 11

Attendees found a variety of offerings to fit their learning styles and needs: • Dozens of concurrent one-hour Panel Sessions on Friday, Saturday, and Sunday presented content to all attendees covering crisis management; current events; educational equity; finance and funding; governance, leadership, and accountability; governmental relations; rural district issues; school law; social emotional learning; and student learning and achievement. Popular Panel Sessions were: Setting District Goals/ Strategic Planning; Creating Trauma-Responsive School Communities; ABCs of School Finance: Abatements, Bonds, and Communities; 1-2-3 Team! Labor Negotiations Through a Team Approach; Illinois Literacy Plan; Community Engagement Techniques and Tactics for School Boards; Amplifying Student Voice with a Seat at the Board Table; and Here a Mandate, There a Mandate, Everywhere a Mandate.

• Friday Focus Workshops offered in-depth training and education to 1,378 school board members about their role and responsibility. Learning opportunities were available for more than 250 district staff who perform the duties of school board secretary or administrative assistant. Additional sessions and seminars for business officials, administrators, and school attorneys were held in conjunction with the Conference.

• A full-day Equity Immersion, now in its second year, offered a dedicated time and space to empower school leaders to advance equity 12 • Illinois School Board Journal

initiatives in their districts. The event brought approximately 150 school leaders to the city on Thursday to kickoff learning and leadership.

• New this year were two Spotlight Sessions that featured presentations on topics appealing to the ideals of the educational leadership community.

• On the main stage, keynote speakers during General Sessions on Friday, Saturday, and Sunday offered messages to inspire and motivate school leaders.

Awards recognized impactful educational environments, and leaders in the roles of administrative professional, business official, superintendent, and school board member.

It is the dedicated learning and collective sharing of ideas and experiences that make the Joint Annual Conference a rewarding experience for many of the attendees.

This year, 35 IASB member districts presented Share the Success Panels. Presenting school districts share programs and processes that have proven successful in their districts, allowing attendees to gain insight and information from their peers that may be helpful for their own schools.

Other panelists included school officials, state education agency representatives, legislators, school attorneys, and experts from various school service organizations.

For school leaders who are making decisions on behalf of students every day, recognizing the importance of including student voices was evident. IASB welcomed over 30 student board members and representatives to their boards for a workshop about building school culture and good governance. Student participants and entertainers were celebrated during the Friday General Session.

A Conference staple now for 73 years, the sold-out Exhibit Trade Show floor included 228 exhibiting companies showcasing innovative products and services for public schools. There were giveaways and prize drawings, and attendees were encouraged to play IASB Service Associates Bingo.

Many attendees also made stops in the IASB Info Center to pick up resources, learn more about services available to their districts, or recharge devices before continuing to their next session. A Conference event app provided a digital platform for attendees to engage in Community Board posts, share photos, and capture session notes and handouts. Over 3,900 attendees downloaded the app.

For IASB, the weekend activities included the annual IASB Delegate Assembly for members to

consider legislative priorities of the Association and elect officers. Delegate representatives from 417 member school boards considered resolutions proposed by member boards and recommendations by the Resolutions Committee. The Delegates elected Mark Harms (Flanagan-Cornell USD 74) as president and Tracie Sayre (Triopia CUSD 27) as vice president. 

January/February 2024 • 13

Equity Immersion Features ‘Superpowers’ The “superpower” of equity was evident at the second annual Equity Immersion, which set in motion the 2023 Joint Annual Conference. Attendees from throughout Illinois and from other states joined the event, titled “Make Equity Your Superpower” on November 16.

Former State Superintendent of Education Carmen Ayala, Ph.D. delivered the opening keynote, inviting the audience to “laugh, wonder, and be inspired.”

Speaking on a “phoenix-like” equity journey, Ayala related personal examples of experiences and qualities of a leader in educational equity. Ayala’s storytelling spoke of characteristics of equity leaders, including the ability to ignite change, being a transformative leader, resilience, endurance, and healing.

“Why does equity matter? Because it’s how we reach the inclusive learning environment where all students excel, because all means all, every single child,” Ayala said. “Every child

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should have access to high-quality resources, education, and opportunities. Because it’s the right thing to do.”

Later in the program, Nakia Hall, Ed.D., IASB Associate Executive Director for Field and Equity Services, spoke about “10 Ways to Be an Unapologetic Equity Champion.” Also tying personal anecdotes to equity efforts, Hall noted that “equity empowers us, and equity has the power to change lives.”

Hall’s “10 Ways” included fully committing to the work, being “willing, wise and woke,” developing empathy, knowing what’s best for your students, and “jumping the hurdles, because that’s what hurdles are for.”

Both Ayala and Hall noted Illinois’ efforts to place equity, diversity, and inclusion efforts at the forefront of state education policies and programs.

The opening and closing addresses surrounded an array of roundtable discussions and speaker stations on topics of starting the equity conversation, committee work, equity after COVID, supporting students with chronic illness, and developing academic opportunities for all. Additional conversations led by leaders in equity, diversity, inclusion, and belonging covered implicit bias, engaging LGBTQ+ individuals, leadership development, mental health, community engagement, and affinity groups.

The 2023 Equity Immersion also included giveaways, sponsors conversations, vendor tables, and community partnerships. The Thursday event was followed by an evening reception for attendees. 

Public Education Leaders Receive Honors at 2023 Conference Individuals integral to the success of Illinois public education received awards at the Joint Annual Conference.

Holly Jack Outstanding Service Award

Greta Harrell, assistant to the superintendent and board secretary for the Freeport SD 145 Board of Education, was named the 2023 Holly Jack Outstanding Service Award winner. The award recognizes district office and board secretaries for performance, initiative, innovation, passion, staff development, and dedication to the district, community, and students. In nominating Harrell, Superintendent Ana Alvarado said, “She has the unique ability to envision possibilities where others see obstacles. Her innovative thinking has led to groundbreaking solutions that have ... enhanced the overall quality of everyone’s work and participation.”

Illinois ASBO Distinguished Leader

Becky Allard, Director of Operations and Business Services at Salt Creek SD 48, was the recipient of the Illinois ASBO Distinguished Service Award. The Distinguished Service Award honors individuals who have made significant contributions through dedicated efforts. When presenting the Award, Illinois ASBO Executive Director Micheal Jacoby, Ed.D., talked about her dedication and ability to get things done. “I saw in her from the very beginning that kind of person who has drive, energy, commitment, and someone who isn’t going to take ‘no’ for an answer.”

2024 Superintendent of the Year

Kankakee SD 111 Superintendent Genevra Waters, Ed. D., was named the 2024 Illinois Superintendent of the Year by IASA. Waters was selected for innovative approaches the district has taken to serve its diverse

student population by re-imagining what public education should look like throughout the district. “Education is the foundation of a prosperous life filled with endless opportunities that can span generations. Although the role of superintendents has become progressively more challenging recently, the significance of our work is crucial. As we move forward post-COVID, we must consider the future of not only Illinois but also the entire country,” Waters said.

Thomas Lay Burroughs Award

ISBE presented the Thomas Lay Burroughs Award for Outstanding School Board Member to Chris Lowe, who served eight years as a Batavia District 101 school board member. He was the first Black member in the district’s history and championed inclusivity, community engagement, and courageous dialogue to identify and work to close student achievement gaps. Lowe spoke of the importance of creating and building spaces where students can grow and encouraged people to use their voices as school leaders and teach others to make their voices heard. “Equity work is difficult work. Equity work is not passive work,” said Lowe when offering advice. “Be patient.

Be consistent. And be firm. But also, be kind.”

Educational Environments

Awards for impactful school design were also presented during the opening General Session of Conference. The Exhibition of Educational Environments recognizes outstanding examples of school design and planning; 21 projects were submitted for the competition and on display for Conference attendees to view. Two projects were named Award of Distinction winners: Perkins&Will for planning and design of a major addition to Centennial High School in Champaign CUSD 4 and BLDD Architects, Inc. for work on Mattoon CUSD 2’s LIFT Regional Innovation Center.  January/February 2024 • 15

General Sessions Offer Inspiration

General Session speakers selected to motivate and inspire did just that, speaking to the thousands of attendees at the 2023 Joint Annual Conference. Each of the speakers incorporated ideals of “community” into their words for those assembled from the Illinois educational leadership communities. At the First General Session the Conference convened with the National Anthem, sung

by Alliah Haines-Penny, a student at Rock Falls THSD 301 and the Presentation of the Colors by the Danville High School JROTC. First General Session

Tererai Trent, Ph.D., is an internationally renowned voice for quality education and women’s empowerment. Trent spoke of her dream to be educated, and how she realized, planted, and achieved her dreams. Trent’s foundation is called “Tinogana” which means “It is achievable.”

“What are your dreams … am I even supposed to dream?” Trent recalled asking has young woman.

Trent discussed the power of encouragement and told stories of how she achieved her educational dreams — that she and written down and buried — planted — as was the custom in her culture. She later added another dream, to bring education to her community in Zimbabwe.

“Sometimes all a person needs is for someone to look right into your eyes and say, ‘I see you, I believe in you,” Trent said of her journey in education. “Your dreams have greater meaning when they are tied to your community.”

Trent’s keynote was part of the First General Session at the Joint Annual Conference on November 17. Simon Kampwerth Jr., then President of the Illinois Association of School Boards, opened the session with a welcome, stating, “The work we undertake … is vital to our hard mission of providing a quality education for every child.

As school board members, administrators, and business officials we are the cornerstone of that mission and part of the foundation that assures our schools are a safe place for students to thrive and dream big.”

Second General Session

Author and consultant Bill de la Cruz uses his vast experience as a mediator and workshop leader to guide individuals and groups through the process of personal 16 • Illinois School Board Journal

transformation. He also used his experience as a past school board member, board president, and Director of Equity and Inclusion for Denver Public Schools to relate to the gathering at the Second General Session.

“In these challenging times that we’re in,” de la Cruz said, “I want to talk about how we move from a piece of paper — a policy — that has a lot of words on it, to actualizing cultures, and environments, and practices that lead to belonging.”

The conversation starts, according to de la Cruz, with cultural grounding, starting with yourself and developing a purpose of identifying your role. He stated that transformation is necessary in systems designed to be equal, but that does not mean they are diverse or equitable. Using a purposeful conversations framework is beneficial to the work.

“We have to recognize that we can’t talk about equity, diversity, equality, and belonging without understanding what’s going on in our communities,” he said, and later explained, “Transactional leadership is our status quo. We must get away from transactional leadership — what can I get from you — and move to adaptive leadership, which is “how do I work with you.’ The solutions are in our communities.”

The Second General Session was brought to order by David Bein, Ph.D., president of the Illinois Association of School Business Officials. The Conference’s sponsoring organizations joined Bein on stage to thank Michael A. Jacoby, Ed.D., who had announced his upcoming retirement and was participating in his last Conference as Executive Director and CEO of Illinois ASBO.

Third General Session

Closing out the 2023 Conference was the Third General Session, opened by Roger Alvey, Ed.D., President of the Illinois Association of School Administrators. It included an address by educator, author, and speaker Sarita Maybin, who breaks down barriers to reveal how to work together better and transform uncomfortable conversations into constructive communication.

Maybin engagingly offered wisdom on “Communicating for Success” starting with the phrase “If you can’t say something nice …” noting that people everywhere can complete that phrase it “don’t say anything at all.” But what happens when you still have to say something nice, when we need to speak up? Maybin answers, “Say what you mean, mean what you say, and don’t say it mean.”

School Board Delegates Vote on Advocacy Priorities The Illinois Association of School Boards held its annual Delegate Assembly on November 18, 2023, at which member boards of education vote on resolutions submitted by the membership. Adopted resolutions establish the advocacy priorities and legislative direction of the Association.

Two resolutions were approved via delegate vote; 417 delegates voted. A measure that would request the Illinois legislature consider legislation providing educational funding to all school districts to offset the cost of a school resource officer was approved.

Also approved was a resolution for IASB to support changes to regulations to return licensing requirements and driver trainer liability back to pre-February 2023 levels at minimum; allow local training and testing for bus driver candidates; and increase the transportation reimbursement rate from the State of Illinois.

In addition to setting legislative priorities, IASB delegates elected the Association’s next president and vice

The event included time for attendees to exchange insights on communication with their neighbors. Using the examples of raising teenagers and working with people who act like teenagers, Maybin offered a series of re-wording ways to approach difficult conversations and 10 phrases that work, including “Help me understand,” and “I noticed and I’m wondering…”

“Having the conversation positively also helps us put people on notice — I see you,” Maybin notes. “And also makes it known to the group that this is not the ideal behavior. They now know, the accountability is there.”

Maybin also offered ways to determine if it would help to address a conflict and work with people who may not be aware they are part of the problem, setting aside our own “evil twins” to have productive conversations via our better selves. Using AIR (awareness, impact, request), Maybin offers positive ways to address such conversations in our communities, with the reminder that “People closest to the problem are also the ones closest to the solution.” 

president. The new president of the IASB Board of Directors is Mark Harms (Flanagan-Cornell Unit District 74).

Harms was previously the Association’s vice president and replaces Simon Kampwerth (Peru ESD 124) who completed two terms as IASB President. The IASB Vice President is Tracie Sayre (Triopia CUSD 27, Concord).

The Delegate Assembly received Kampwerth’s president’s report and a report to the membership by IASB Executive Director Kimberly Small, J.D. IASB Treasurer Tim Custis (Washington SD 52) presented the Association’s financial report.

The Delegate Assembly is held annually in conjunction with the Joint Annual Conference in Chicago. Each resolution is originally proposed by a member district, reviewed by a 21-member Resolutions Committee, and then brought before the Delegate Assembly for discussion and vote.  January/February 2024 • 17

Feature Story

Take 20: Administrator Salaries Series

By Theresa Kelly Gegen

S

Since 1997, IASB, working with researchers in the field of educational leadership, has published a report on the salaries of Illinois school administrators. Early data for the study was obtained through surveys with un-audited information, with relatively low rates of return.

In 2009, Public Act 96-0434 required Illinois school districts to report administrator and teacher salary information to the Illinois State Board of Education (ISBE). The Illinois School Code was amended in 2011 to reflect changes in the reporting dates. The data were briefly unavailable during the transition, and the series was paused for a few years.

With those breaks, this marks the 20th iteration of the Administrator Salaries Series.

With reporting standards in place and the data being made available to researchers, IASB’s study of administrator salaries was revived in 2014 and 2015 with a catch-all and catch-up from the missing years, followed by a normal annual analysis. The series paused again in 2020 as the coronavirus pandemic upended data retrieval and series publishing. That year also concluded the ability of our longtime collaborators at Western Illinois University to participate.

We remain grateful for their extensive work over the years to keep the series going. The installments since then adhere to their standards for

18 • Illinois School Board Journal

identifying trends, reportage, and analysis as faithfully as possible.

Historically, this study does not count Chicago Public Schools, which due to its outsized numbers, nomenclature, and governance structure make comparisons ineffective. We also eliminate charter schools, many of which use non-standard position titles or have incomplete entries, and as a result are statistically insignificant. A small number of records are eliminated if they have missing data.

We download each year’s data set at the same time, so the numbers are not identical and any adjustments made since the previous study report will be reflected in the latest report.

The data in our study is as reported by the school districts to the Illinois State Board of Education as required by the Illinois School Code (105 ILCS 5/10-20.47 and 5/34-18.38). The data are publicly available and nomenclatures, including position descriptions and titles, are established by ISBE. The Journal’s work organizes the data as has been historically done in this series by year, position, and region. We thank ISBE for their ongoing efforts to make this information available, and to the districts for providing the data.

Focusing on Superintendents

This installment includes 2022 salaries, as published in 2023. For the series, we compare changes in average, full-time equivalent salaries,

including benefits as compiled by ISBE, from 2020 to 2021, and 2021 to 2022. We also compare salaries by region. In this print edition you will see charts for district superintendent salaries. Charts for other administrators (assistant and associate superintendents, principals and assistant principals, and other administrators, are available online at iasb.com/ administrator-salaries.

From 2021 to 2022, across all employment categories, salaries increased, but by smaller percentages than in the past year. Typically, and this year is no exception, a 2-3% increase in average salaries is followed by slightly smaller incremental increases — but still increases — in the next year.

Statewide, average salaries for district superintendents (see Table 1) rose 2.4% from the previous year: The average salary was $194,848 in 2021 and rose to $199,542 in 2022.

The highest and lowest salaries increased significantly from 2021 to 2022. Most but not all administrators receive monetary benefits, listed as Bonus, Annuities, Retirement Enhancement, and Other Benefits.

These monetary benefits, as reported by the districts, add approximately $30,000 to the average salary for district superintendents and range from zero to over half an individual’s full-time equivalent salary plus benefits. Data for assistant and associate superintendents follows a slightly

Figure 1

Table 1: Superintendent Salaries

Salary Comparison, 2020-2021-2022, Statewide District Superintendents

Years

Number Reporting

High Salary

Average Salary

2020

853

$425,356

$190,129

to 2021

867

$487,025

$194,848

2021

867

$487,025

$194,848

to 2022

861

$494,796

$199,542

% Change in Average

Median Salary $176,882

+2.5%

$180,263 $180,263

+2.4%

$186,000

Full-Time Equivalent Salaries Plus Benefits as Reported by Districts.

For more, visit iasb.com/administrator-salaries. Source: ISBE

Table 2: Superintendent Salaries

2022 Regional Salary Comparison District Superintendents

Region

Number

Low

Northwest

123

Northeast West Central

High

Average

Median

$86,475 $494,796

$183,116

$172,254

322

$52,803 $458,251

$257,304

$258,494

112

$78,300 $301,594

$164,096

$157,500

East Central

101

$85,000 $322,772

$169,972

$163,183

Southwest

92

$62,500 $346,930

$156,733

$151,549

Southeast

111

$48,000 $305,162

$148,337

$145,470

All

861

$48,000 $494,796

$199,542

$186,000

Full-Time Equivalent Salaries Plus Benefits as Reported by Districts.

For more, visit iasb.com/administrator-salaries. Source: ISBE

lower trajectory of increase (see online Table 1.1). The average salary for this category of administrator was $193,164 in 2022, an increase of 1.1% over $190,698 the prior year.

Reasons to be cautious about using the statewide data include the fact that 379 of the 477 assistant and associate superintendents work in the study’s Northeast Region: Chicago’s collar counties. Further skewing the numbers is that the Northeast, with its higher-than-average cost of living, includes all but two of the highest 100 salaries in this category. This also helps explain, as it has done in years past, why there is not a greater

difference between the district superintendents and the associate and assistant superintendents.

Regionally

Speaking of regions, this Administrator Salaries Series relies on regional numbers to tell a more accurate story across Illinois’ school districts and their diversity. These regions (see map illustration) were established in the early days of this ongoing series and we maintain them for consistency.

As was the case last year, the Northeast Region is an outlier, in reported numbers of administrators and their salaries, and in student

population. Of the 10 Illinois school districts that educate the most students, only one, Rockford CUSD 205, is not in the Northeast, which includes McHenry, Lake, Kane, Cook, DuPage, Kendall, Will, Grundy, and Kankakee Counties. Well over half of the administrators in this study are in the Northeast Region and the average and median salaries in all categories are the highest by far. Comparing the Northeast within itself, which would more precisely reflect administrator salary expectations in Illinois, is a study for another time.

Continued on page 27

January/February 2024 • 19

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Feature Story

Serving Newcomer Students: Voices From the Field

By Alaynah Garibay and Rebecca Vonderlack-Navarro, Latino Policy Forum

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This article provides Illinois exemplars of how different school districts are addressing the needs of newcomers to the United States. It is the second article of a two-part series that explores ways schools can support this population. The first, Ensuring Success for Newcomer Students” is available in the November/December 2023 issue of the Illinois School Board Journal.

“Newcomers” is an umbrella term for newly arrived foreign-born students. These students typically do not have mastery of the English language and their families may be unfamiliar with the U.S. school system.

School districts across Illinois are welcoming students from across the globe who are enrolling in US schools for the first time. Some have faced trauma from leaving

war-torn countries. For some unaccompanied minors, they made the journey alone and without any economic or emotional support.

Yet others are seeking asylum in the United States due to persecution faced in their home country.

This article was informed by interviews with school leaders from Berwyn North SD 98, School District U-46 (Elgin), North Palos SD 117, Skokie SD 68, and Moline-Coal January/February 2024 • 21

Valley SD 40. Some of these districts had been developing strong infrastructures to support English Learners over the years with various types of instructional designs. Many had invested in professional development of teachers and formation of family engagement and support services.

School leaders described ways in which they enhanced their program designs to ensure the academic success of newcomers through innovative dual-language programming.

Instructional Designs for English Learners

The districts provided various instructional designs for newcomers depending on student demographics and needs. For example, some districts serve students who speak a variety of low-incident languages (e.g., Arabic, Urdu, Russian) other districts are receiving largely Spanish-speaking students from Central and South America.

Typical program designs include: Transitional Program of Instruction (TPI) – A program with accelerated English as a Second Language instruction which offers strong family engagement, native language paraprofessionals, community volunteers, and materials in the home language. These programs are designed to support students arriving from a wide array of linguistic and cultural backgrounds. The goal is to help students acculturate quickly and to develop proficiency in English.

Transitional Bilingual Educational Programs (TBE) – Designed to offer some instruction in the student’s home language as they acquire English. The amount of home language instruction 22 • Illinois School Board Journal

decreases as the students become more fluent in English. The goal of the program is to help students continue to develop their academic skills in their home language and to gradually transition students to general education once they have mastered English. This program design requires bilingual educational teachers who are licensed and endorsed.

Dual-Language Education (DLE) – Offers instruction in two languages over a student’s entire educational experience, PK-12th grade. This instructional design is gaining popularity as research demonstrates its long-term academic gains for students. Most dual-language programs in Illinois offer instruction in English and Spanish. These models have the goal of supporting students’ development of biliteracy and fluency in both the home language and English. School Districts such as Chicago Public Schools, School District U-46, Woodstock CUSD 200, Naperville CUSD 203, and Berwyn North SD 98 have long-established dual-language programs yielding positive longterm benefits for students. This instructional design can enroll both native English speakers and English Learners. Currently the increasing numbers of Spanish-speaking newcomers have benefited when they can be incorporated in Spanish Dual-Language Programs.

School leaders with successful newcomer programs described how the services were tailored to the entire school community and blended well with the existing English Learner program design.

The next section describes specific scenarios highlighting the dedication educators have demonstrated in supporting students coming to their doors from around the world. The Latino Policy Forum recognizes the courage and hard work of teachers and leaders across our state who have gone above and beyond to ensure success for these students.

Students from Similar Linguistic and Cultural Backgrounds

Demographics: Berwyn North SD 98 is a PK-eighth grade suburban district west of Chicago.

The district has a history of receiving students from Spanish-speaking countries (approximately 80% of students enrolled are Latino).

About a third of students are classified as English Learners. The district offers Dual-Language Education in English and Spanish from early childhood through sixth grade, with plans to expand into seventh and eighth grades in the coming years.

Intake process: Currently newcomers are arriving from Central and South America.

These students are exhibiting signs of trauma and stress. The district has responded by setting up numerous supports and a comprehensive intake process. When students enroll and indicate they need help and support, a parent interview and meeting is scheduled. The family is given a tour of the school and the student is scheduled for an assessment of English proficiency. The student’s teacher is informed and the student is able to meet his/her teachers to reduce anxiety.

Instructional Program: Students are placed in the dual-language program where they are viewed as assets to the dual-language instructional model due to their fluency and advanced language skills in Spanish. They receive instruction in both Spanish and English, which helps ease the transition to the United States school system and to ensure academic success.

Teacher Preparation: When the district first launched dual-language, teachers received sustained professional development in meeting the instructional needs of English Learners. Teachers were offered opportunities to pursue graduate courses leading to an English as a Second Language (ESL) endorsement or training in

Sheltered Instruction Observation Protocol (SIOP). The district set a goal that every teacher would be equipped with instructional strategies designed for English Learners.

EL support teachers and bilingual paraprofessionals are available to provide support in the classroom as the student is integrated into the school. Quarterly check-ins are set up to monitor the student’s ongoing needs. Extended-year supports include a summer program that partners with arts education and local organizations to provide an enriched language development experience for students.

Wraparound Support for Families: A parent liaison is available to reach out to newcomer families to provide resources and connections to social services

available in the community. Parents are given vouchers for food, clothing, transportation to social services, and school supplies. The district uses a combination of local, state Evidence Based Funding (EBF) and federal Title III funds to support its newcomer services.

Students from a Variety of Cultures and Languages

Demographics: Skokie SD 68 enrolls about 1,700 students in PK-eighth grade with one-third of students being Muslim, onethird Jewish, and one-third Christian. About 70% of the students originate from a home where a language other than English is spoken. There are 65 different languages spoken by the students and their families.

January/February 2024 • 23

Last year the district received over 50 newcomers primarily from Afghanistan, the Philippines, and Pakistan. There were also some Russian and Ukrainian refugees who enrolled due to political turmoil in their countries. Some students experienced trauma before they left their home country as well as during their immigration experience: witnessing atrocities and war crimes, having no notice that they were leaving — not being able to say goodbye, and leaving behind toys and books. Some children enrolled with disabilities and had not received services in their home country due to poverty.

Teacher Preparation: In anticipation of the expiration of Title 42 in the winter of 2022, the district looked for ways to reallocate resources and redefine work responsibilities.

Leadership strived to allocate ESL specialists, foreign language teachers, social workers, materials, and professional development opportunities to form a supportive environment that would overlay the existing TPI and TBE programs in every school. The ESL specialist in each school conducted family interviews with newcomers and their parents to uncover student interests, previous experiences, and strengths and shared this information with receiving ESL/ Bilingual teachers. The ESL specialist also provided children and their parents with a technology orientation, a walking tour of campus, and the opportunity to observe classes.

The ESL specialist was also available to guide, model, and demonstrate effective instructional strategies for all teachers in the building. Newcomers were encouraged and guided to participate in extracurricular 24 • Illinois School Board Journal

programs and participation fees were waived.

Instructional Program: Newcomer Services set goals for the students in their initial year: • Form supportive relationships so students feel safe, welcomed, and included in both their classes and their school community.

• Facilitate shared experiences to recall previous background knowledge and create new background knowledge to connect with the curriculum, create feelings of competence and belonging, and generate relevant and authentic language for use in survival English language instruction.

• Extend learning into the summer through local field trips coupled with a Language Experience Approach (LEA) to instruction. Local field trips to the public library, the supermarket, a nearby forest preserve, a miniature golf course, and the fire department were planned to familiarize students with their new community, foster relationships with classmates and adults, and build survival English language skills.

A program redesign launched in 2018 incentivized general education teachers to obtain their ESL approval/endorsement. Gradually, the number of ESL teachers climbed from 9 to more than 100 over a fiveyear period. With so many more ESL licensed teachers throughout the district, providing appropriate instruction for learners with a wide range of English proficiencies was possible and manageable, benefiting newcomers, but also other multilingual

learners. A new elective course was designed at the middle school just for newcomers and the district assured that newcomers were not excluded from existing heritage foreign language courses, just because they were new to U.S. schools. Newcomers have access to these services until they demonstrate that they could self-advocate and ask for assistance, that they were engaged with their teacher and classmates during class and involved in extra-curricular activities, that they had formed friendly relationships with other children and adults in their building, and that their parents reported good adjustment behaviors at home.

Demographics: North Palos SD 117, situated in Palos Hills, is a prime illustration of a school district catering to diverse student groups.

With approximately 3,360 students spanning from PK to eighth grade, the district reflects the multicultural fabric of its community. Remarkably, 70% of the student body comes from households where languages other than English are spoken. Within this demographic, 39% are classified as English Learners. The predominant languages spoken are Arabic, Polish, and Spanish. The district receives an average of 25 to 35 newcomers per year.

Intake Process: North Palos SD 117 developed a comprehensive Newcomer Intake plan which facilitates educators and staff to recognize that newcomer students and families have specific needs that are uniquely different from the needs of other students. The Intake Plan recognizes these needs and develops proactive strategies to support the student academically, socially, and emotionally.

Key questions in the plan include:

• How do we foster a welcoming environment?

• What proactive measures can we place to support the academic instruction of the student?

• How can we collaborate on stages of implementation throughout the year to support the student academically and socially-emotionally?

In a first-year plan there are three distinct stages: Stage 1, District-Level Supports: In the district-level support stage, which occurs shortly after student enrollment, comprehensive steps are taken to ensure students’ academic and social success. Typically, within one or two days of enrollment, students undergo an English proficiency assessment. A district orientation is conducted along with a student and family interview. The purpose of the interviews is to gather holistic information about the student’s academic, language, and social-emotional needs as well as family background.

The information gained is used to support home-school connection strategies and class placement. To facilitate further understanding and collaboration, a detailed student profile narrative is crafted in order to prepare for a Student Profile meeting conducted in Stage 2.

Stage 2, School-Level Supports: In Stage 2, school-level supports are tailored to ensure early student success and familiarize instructional staff with the student’s needs. The student profile meeting synthesizes family interview information, informing teachers on student background about responsive classroom strategies considering linguistic, cultural, and

personal diversity. English Learning instructional leaders facilitate these meetings, where student stories are intentionally personalized and shared. Conversations are focused on student-specific needs and assets in order to gain a comprehensive view of the student. Student profile meetings aim to include all instructional personnel who support the student, which may include social workers, paraprofessionals, teachers, and specialists. Stakeholders meet to discuss student needs and evaluate additional placement and proactive support based on all of the available data presented.

Proactive support may include interventions specific to newcomer foundational needs, pairing the student with a buddy that shares the same home language or has high social skills, and scaffolds to support the level of English proficiency.

Stage 3, Ongoing Monitoring and Support: The goal of the ongoing monitoring and support stage is to build a strong sense of collaboration with all stakeholders as they work to support the student.

Ongoing student monitoring usually continues within the first three months of school.

The English Learning instructional leader can provide peer support to teachers and other staff to help them interact with ELs in new and meaningful ways. Professional learning community teams monitor student data and the student’s accommodation plan to guide instruction to ensure student growth and achievement. This stage also involves a family and student checkin process. Parent liaisons proactively reach out to families to assess their needs and provide necessary support.

Teachers and/or instructional leaders perform a student check-in to monitor the student’s acclimation to the school environment.

This steady system and ongoing efforts support students from diverse cultural and linguistic backgrounds, ensuring an inclusive and enriching educational experience for all.

Students Coming from Similar Linguistic and Cultural Backgrounds and Students Coming From Many Low-Incidence Languages And Cultures

Both School District U-46 and Moline-Coal Valley School District 40 have had established programs for English learners from Spanish-speaking countries. Each of these districts has implemented dual-language instruction for the Spanish-speaking population. In recent years the districts began to receive an increasing number of students from countries where languages other than Spanish are spoken.

Demographics: Moline-Coal Valley SD 40 is in the Northwest region of Illinois along Mississippi bordering Iowa. It is a diverse community that has grown rapidly in the last decade. There has been a longstanding Latino community due to railroad projects, and the community hosts a World Relief Hub, which was developed to serve the Bosnian refugee population in the 1990s.

More recently the district began receiving students from Africa, Central America, Afghanistan, and Myanmar, and refugees from Malaysia. The district enrollment is approximately 16% English Learners.

Former ELs, those who have gained English proficiency, comprise 25% of January/February 2024 • 25

the district enrollment. The district now has 200 newcomers, about 50 per year with the most significant growth coming from Afghanistan.

Intake process: The typical process for a newcomer entering the district is that a World Relief caseworker accompanies the student and provides support during the registration process. The EL Director meets with families to assess their educational background, verify birthdates, and to support the placement process. Then the EL Director shares info with building staff and provides a building tour with family. Interpreters also participate in this process.

Instructional supports: The staff pairs the newcomer with other students who share the same language or a kind and outgoing student who can be helpful. The district developed a newcomer section of the building where newcomers spend four out of seven periods per day with a certified ESL teacher where they receive math and science instruction.

Blended learning was used for English Language Arts.

Wraparound supports: World Relief helps with social-emotional needs of students and provides critical mental health supports for students and families. If there is trauma, World Relief aligns the appropriate resources for the family.

Staff at the school sites are also supportive. The high school teachers created a free resource room with clothing, household items, etc. Parents and students can gain access to gently used items for free during their parent/ teacher conferences.

26 • Illinois School Board Journal

Teacher preparation: The district is actively communicating district-wide about how the EL population is growing and has partnered with Western Illinois University to provide an option for teachers to go back to earn their ESL endorsement. This strategy has really helped at the middle and high school levels. SD 40 purchases courses from Western Illinois University with Title I funds. Just about every building now has an ESL-endorsed teacher and they can place newcomers in those buildings.

Demographics: School District U-46 (Elgin) is northwest of Chicago and is the second-largest district in Illinois, serving 11 communities. The district implemented a Family Welcome Center which conducts all English language proficiency screening. Last year alone approximately 65% of students indicated that they came from homes where a language other than English was spoken in the home. Many of these students are designated English Learners; 87% of the district’s English Learners were born in the United States. The district also enrolled 700 newcomers last year from Venezuela, Colombia, Mexico, and some from Ukraine. The majority were Spanish-speaking and ranged in age.

Intake process: U-46 has an intake process that begins in the Welcome Center. If students speak a language other than English at home, an English proficiency assessment is conducted.

A parent conference is scheduled and parents are informed of the options for instructional

programs. Parents are also provided a folder containing information about community agencies with support services. The district also offers parent support sessions.

In the same building as the Family Welcome Center, you will find “Project Access in Elgin” which serves the district’s homeless students. If newcomer families are living with others, they are referred to Project Access where they can receive services available through McKinney-Vento, such as access to critical services for food, housing, and other necessities. Project Access also provides medical support for vaccinations and physicals and families receive support to apply for a medical card. The district also has mobile clinics that come to Project Access to help students receive immunizations. In addition, staff provide various social-emotional supports. Last year 1,600 students were eligible for Project Access.

The district also receives unaccompanied minors and has created specialized supports for housing and academic support through Project Access. These students qualify as homeless and have been paired with programs to ensure high school graduation. In addition, several trade organizations have taken the students on and have given them apprenticeships where they can learn career-building skills and certifications.

Instructional design: Newcomer placement is based on the student’s home language. Spanish speakers are recommended for dual-language as the district offers the program from Early Childhood through grade 12.

The dual-language programs are

located throughout the district and the instruction in Spanish helps students integrate well into the program.

All other language groups are referred to a center offering a Transitional Program of Instruction with ESL instruction. There is a dedicated elementary school for the TPI program where support services are concentrated. All middle schools offer dual-language and also have ESL classes. Two of the district high schools offer ESL courses.

Teacher preparation: The district launched a U-46 guide for staff, which outlines guidelines for academics, post-secondary resources, community resources, ideas on navigating the U.S. school system, and tips for social-emotional health.

A specialized version of the guide was created for the Ukrainian population so staff could learn ways to communicate with and best support the families. The guide mentions specific ways in which the students may have suffered trauma. The district was also able to recruit and hire a licensed teacher who speaks both Russian and Ukrainian.

Wraparound supports: The community came together to support families with essential items.

Parents of newcomers are invited to attend specific workshops featuring motivational speakers and social-emotional issues. The district has plans to launch a parent support group where established newcomer parents can mentor those who are newly arrived.

Educators can Make a Difference: Leaders from across the state were proud of the way in which their communities and staffs stepped up to the challenge of serving the newcomer population. The students’ resiliency and curiosity about the U.S. is inspirational. True educational change happened in these school districts as teachers began to work closely with these students.

Amazing stories of unaccompanied youth graduating from high school and benefiting from housing programs and the right academic supports gave testimony to how caring educators can truly make a difference. One leader spoke of a newcomer graduating from the district to receive a scholarship to

the University of Chicago. Other teachers mentioned scholarships and students starting their own businesses.

As one school leader put it, “Extend your hand, your heart, and your empathy. Newcomers are a true joy.”  Alaynah Garibay, M.Ed., is a Senior Consultant for the Latino Policy Forum.

Rebecca Vonderlack-Navarro, Ph.D., is the Director of Education Policy and Research at the Latino Policy Forum. Additional contributions to this article come from Barbara Marler, Ed.D., Educational Consultant and Strategic Advisor and Director of EL Services for Skokie SD 68 (recently retired); Francela Lopez, Director of Language Learners, Berwyn North SD 98; Shadia Salem, Assistant Superintendent of English Learning, North Palos SD 117; Elizabeth Perkins, Coordinator for English Learners, Moline Coal Valley SD 40; Griselda Pirtle, Director of Multilingual and Multicultural Education, School District U-46 (Elgin). Resources for this article can be accessed via www.iasb.com/journal.

Salaries

continued from page 19

For District Superintendents (see Table 2), in 2022 the highest average salary of $257,304 was in the Northeast Region; that average increased a tiny amount from $257,401 in 2021.

The Northeast’s nearest statistical companion is the Northwest. Even so, the average district superintendent salary in the Northwest of $183,116 is just 71% of that in the Northeast and much closer to the third-highest of $169,972 in the East Central and $164,096 in the West Central. The Southeast Region is typically the site of the state’s lowest average administrator salaries.

The regional charts for other administrators (assistant and associate superintendents, principals and assistant principals, and other administrators), are available online.

The regional data for those other administrators follows the same pattern as the numbers for district superintendent, and indeed for the study’s last several years.  Theresa Kelly Gegen is Editor of the Illinois School Board Journal. The additional charts from this study and the complete administrator salary series are available on the IASB website at iasb.com/administrator-salaries.

January/February 2024 • 27

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Commentary

Teacher Shortage: Combining Strategies for Retention, Attrition, and Recruitment

By Jim Rosborg and Ralph Grimm

O

Over the past 10 years, our research has focused on the need to establish programs that encourage more individuals to get into teaching as a profession. Now we need to add to that focus: How do we keep teachers on the job and deal with the attrition of experienced and early career teachers” For example, have you ever been to a gathering of teachers and administrators? One of the first topics that comes up in discussion is usually, “How many years do you have to work before you can retire?”

Currently, many ideas and options are floating around for how to aid teacher recruitment, and getting candidates into education programs and into the classroom. We will not end this discussion but will add focus on keeping teachers in your district and providing an environment to keep both experienced and early career teachers in the classroom.

It is now time to combine other areas such as attrition and retention to end the drastic shortage

of teachers in the classroom. For example, Professor Richard Ingersoll from the University of Pennsylvania points out that 44% of teachers are now leaving the educational system within the first five years of employment and 10% are leaving the education system in their first year of employment. Further data comes from American University which found that 90% of polled educators have concerns about burnout and 61% feel that there is a serious concern about the stress from the impact of COVID. Bottom line: We must tackle the retention and attrition areas along with recruitment for long-range solutions to this growing teacher shortage problem.

Retention

We believe teacher retention is a missing piece in the teacher shortage discussion. We have strong feelings that administrators and boards of education should be making greater efforts to retain the staff they January/February 2024 • 29

have, instead of letting them go or not paying attention to the little- or no-cost things they can do to encourage individual teachers to stay in their district.

Administrators can and should impact teacher retention. For each impact point, there are multiple things that administrators and boards can and should be doing to affect teacher (and administrator) retention. This starts from the beginning of the hiring process.

The number one priority action that must take place in the school and district environment is the administrators and board must support teachers in the classroom. Administrators and boards of education cannot “back down” to parents and the community when the teacher and the school district are following Illinois school law, board policy, and the district’s code of conduct. This is especially important in today’s politically charged environment.

Below readers will find the main impact points that we believe administrators and boards can and should address, and that are often overlooked in the overall retention process. Please note the lists below for each impact point are not exhaustive and are offered as examples of topics to be discussed and/or reviewed.

The reader is encouraged to consider them, and add to or change items to meet the specific needs of their school districts.

During The Interview Process

1. Sell the district to the candidate. We must create an atmosphere where the candidate wants to come to our district. Talk about the district’s strengths and challenges. Talk about the community or communities that make up the school district.

2. Make the candidate feel welcome in the interview and help them understand the district’s interview process.

3. Ensure the candidate has all their questions answered before, during, and after the interview.

This should include an explanation of the district’s salary and benefits, so the candidate does not have to ask these questions.

4. Make the interview simple to get through. This should include pre-interview communication explaining the interview process, the specific details of the interview (time, place, specific directions on how to get to the interview, etc.), 30 • Illinois School Board Journal

what happens after the interview, when the hiring decision will be made, how the employment of the candidate will take place, when the hiring decision will be made, and how the employment of the candidate will take place. Finally, a follow-up note expressing gratitude to the candidate for coming to the interview. While this may be a change for most districts’ procedures, so is the fact that we have a teacher shortage.

5. Take the time to provide a tour of the facility and the classroom the candidate may be assigned to if they are selected. This is beneficial to the candidate and to the interviewer as this provides a more informal environment to see how the candidate reacts in a different setting than the formal interview room. If teachers are on the tour, take time to introduce the candidate to the teacher and let them interact with each other.

During On-Boarding of New Staff

1. A planned new employee workshop is vitally important. Giving time to transportation and bus details, special education, building and grounds, and technology along with district trends such as board direction and the code of conduct should be included in this session. A tour of the district would be nice during the new employee workshop.

2. Provide planned mentor and induction knowledge that each teacher will go through. This can be further enhanced by including these activities with professional development activities.

3. Set up social settings for new teachers and at times the entire staff. This helps develop teamwork.

4. Provide a map of key community resources — places of worship, restaurants, grocery stores, banks, clothing stores, hair stylists, etc.

5. Assist all new hires with licensure requirements and get assistance from the local Regional Office of Education.

6. Help with housing locations, banking, and shopping.

During the School Year

1. Continue with mentor meetings. Focus on classroom discipline, district curriculum, and school law updates to assist with classroom management and help give the new teacher

2.

3.

4.

5.

6.

strength to deal with conflict with students, parents, and the community.

Provide school law updates. We suggest purchasing the Illinois School Law Survey by Brian Braun from the Illinois Association of School Boards.

Check-in meetings are helpful with the building principal, HR director, and/or superintendent.

Try to be personal — birthdays, family activities, awards, recognitions, etc. This fits for all staff members, not only new teachers.

Provide new technology and in-service in new instructional trends.

Unless the new employee expresses an interest, try not to overburden them with co-curricular activities and other extra duties — let them learn their craft before letting them do noncontractual activities.

During The Exiting of Staff

1. Do an exit interview. Ask three questions — Why are you leaving? What could we have done better to help you be successful? Is there anything else we should know about your time in the district?

1. Be helpful to them as they exit — we need them to speak well of us.

2. Talk to them about how their remaining pay and benefits will be handled.

For All Staff Members

1.

2.

3.

4.

Extend grace — early and often.

Express gratitude to your staff — early and often.

Observe and interact with them — early and often.

Show your staff you care for them as human beings and teachers.

5. Offer your staff time to provide suggestions for district improvement along with concerns. We used monthly advisory meetings to achieve a portion of this goal.

6. Despite these ideas, more needs to be done to tackle current issues such as pay, working conditions, lack of support, bureaucratic red tape, and being over-regulated. We cannot forget there are still great needs in teacher recruitment.

Here are five major issues at the forefront that are needed to assist in the overall teacher shortage.

Teacher Recruitment

Retirement Age: There is a great need to roll back the 67-age retirement requirement for Tier II and Tier III teachers (hired after 2011) to more of a national standard. Teachers in Tier I can retire at age 55. This must be part of the solution to end the teacher shortage and have better retention of current teachers. The energy level needed to instruct today’s students is huge. The paradigm shifts needed in education over the next 25 years and beyond will need educators with greater levels of willingness than a 67-year-old administrator, teacher, bus driver, paraprofessional, etc. We suggest 62 for one that has achieved the number of required work years.

At face value, are we really enticing and retaining the 22-year-old by telling them they will not see the light at the end of the tunnel until age 67?

It is impossible to have sustainability and retention if there is no hope for a successful retirement, especially when states around us are not even close to being as restrictive. For example, Indiana’s teacher retirement rule states that if a teacher wants to retire before the age of 65, they become eligible to retire between the ages of 60 to 64 if they have 15 years of experience or if they are 55-69 if service adds to 85 by adding age and service together. Bottom line, a 55-year-old with 30 years of experience can take early retirement. Kentucky requires 27 years of teaching experience. Michigan and Missouri require 30 years of experience.

We feel an unintended consequence is going to be too many teachers at the bottom of the pay scale (highest salaries) for many years, which will put already stressed districts in greater financial distress.

This year provided the first discussions of the issue in the legislature but the bill did not make it out of committee. The good is that the discussion finally took place. The bad is we are still burying our heads in the sand as this issue is huge for solving the teacher shortage. Many young candidates are leaving Illinois because of this law.

Tuition Scholarships Needed: When the state had a teacher shortage in the early 1960s, the Illinois Legislature passed laws to give teacher tuition scholarships. There was a 5-year requirement for these individuals to teach in Illinois. The bottom line is that it was effective. We support the re-establishment of this opportunity. The IARSS survey noted that 86% of all Illinois school districts January/February 2024 • 31

recommend offering additional scholarships to teaching candidates to help ease teaching shortages.

(Dr. Rosborg admits to being very biased on this issue as this Illinois Scholarship in 1968 gave him the opportunity to go to college.)

Lower Tuition: Make it more affordable for teachers to complete their training. (Illinois Association of Regional Superintendent of Schools, IARSS).

The current high tuition is leaving most graduates in debt for many years as they enter their profession. The impact on their lifestyle is huge. This will take assistance from both universities and the state legislature. Explore methods of lowering General Education requirements at the university level and adding more skill classes such as school law, public speaking, and classroom discipline, which includes the prevention of bullying.

Grow Your Own: Focus on individuals within the district, such as students and paraprofessionals.

Also included in the discussions are individuals who received their bachelor’s degree in areas outside of education. We feel these are among such plans: • Need to have a detailed plan.

• Need financial support — local and/or state.

• Need to have guidance.

• Need to have passionate leadership.

• Administration and Boards need to promise the “grow-your-own” candidate a job upon graduation.

• Can be administered by local districts, universities, or community organizations. A working agreement between all three is preferable.

Concluding Remarks

As mentioned in the opening paragraph concerning retention, the data is now showing the need not only for more teachers but also to focus on attrition and retention strategies. The number of candidates is improving. Advance Illinois recently reported that the number of new candidates in education this year reached totals not achieved since 2009. This information, along with other state initiatives, has helped encourage some hope of improvement in the shortage problem. We have finally recognized that instituting the non-researched new basic skills test (TAP) in 2010 was a huge mistake and kept excellent new candidates out of the pipeline. Since 32 • Illinois School Board Journal

TAP ended in 2019, we have more new candidates reaching the licensure level which is already leading to more graduating candidates. This is good. These efforts must continue by making further adjustments at the state level.

Now, one of our biggest hurdles is retention. To sustain the teacher workforce and to assist the current teacher shortage, we must develop ways to keep the existing workforce in the education field along with finding ways to recruit new educators in the field. When you want to draw people into a profession and retain them, you must fulfill basic needs.

This includes pay, benefits, and working conditions.

Administration and boards of education must show their support for both new and experienced teachers.

Bottom line – we will not be able to tackle the teacher shortage without addressing current turnover trends in teacher career paths. Internal efforts such as collaborative professional development plans, attendance bonus incentives, staff socials, and other work incentives must be planned in every district. That includes pay, benefits, and working conditions.

Likewise, the process of retention must begin from the very first introduction of the candidates to the district during the initial interview and carry on throughout the employee’s career in the district. Because of the teacher shortage, the hiring focus has changed. In the past, the candidate had to impress the administration and board. Now with the shortage, the administration and board must impress the candidate for both hiring and long-term employment.  Ralph Grimm is a retired Illinois Superintendent who served for 21 years in that role. He currently works as an IASA Field Services Director. He provides professional development training to the association members and provides consulting services with boards of education, school districts, schools, and teams throughout Illinois. Jim Rosborg, Ph.D., is a retired Illinois superintendent and Director of the Master’s in Education Program at McKendree University. He is a coauthor of two books and a frequent contributor to the Journal. He currently works with doctorate students at McKendree and speaks to educators and boards about the shortage and its possible solutions.

Feature Story

Be Ethical

Crucial Characteristics of Leaders of Integrity, Part II

By Don Parker

L

Leaders often are faced with the choice of doing what they know is necessary to increase equity or succumbing to the pressure of those who prefer the status quo.

Leader integrity influences ethical behavior within the school community. Ethical leaders serve as role models, guiding others to make principled decisions that prioritize equity and fairness. By consistently aligning their actions with their values, leaders foster a culture of ethical conduct among staff and students.

This culture, in turn, enhances trust, cooperation, and a shared sense of responsibility, creating fertile ground for collaboration and collective action in pursuit of equity goals.

This series explores the multifaceted ways that leader integrity impacts school equity. By understanding the pivotal role of leader integrity, school leaders can harness its transformative power to create inclusive, just, and equitable educational environments for all learners.

The series highlights the four crucial characteristics of leaders of integrity: (1) courageous, (2) ethical, (3) collaborative, and (4) action oriented, as it relates to fostering a more equitable educational environment. This installment features Ethics, which play a vital role in

school leader integrity, guiding their decision-making processes to ensure fairness, justice, and inclusivity in educational practices.

Ethical

In the pursuit of promoting equity at their school, a school leader’s ethics play a pivotal role in guiding their actions and decisions. Upholding ethical principles requires the leader to put aside what may be popular or convenient and, instead, prioritize what is right and just for the sake of promoting school-wide equity. This entails a willingness to take risks, even if it means potentially losing their job or facing backlash from stakeholders who may resist change.

By remaining steadfast in their ethical stance, school leaders demonstrate a commitment to challenging systemic inequities and creating a more inclusive and equitable educational environment.

They recognize that true progress in

achieving equity may require making difficult and unpopular decisions, but they are driven by a moral compass that puts the well-being and success of every student at the forefront. It is through their unwavering dedication to doing what is right, even in the face of adversity, that school leaders can make a lasting impact in advancing equity and ensuring all students have equal opportunities to thrive.

When a school is interviewing for a new principal, you might hear the phrase, “We are looking for the right fit.” School leaders also have to consider if a school and its community is the “right fit” for them. If it’s not, there is a higher likelihood of clashing views and disagreements regarding what is in the best interest of the school.

This is endemic when school leaders take a job out of financial necessity while knowing that the position may not be a good fit. Unfortunately, many school districts that aren’t committed to school equity want to hire principals who will maintain the status quo instead of those who understand that inequities exist in schools and are committed to establishing equitable environments. School leaders who in their heart of hearts are committed to providing equity will January/February 2024 • 33

become increasingly frustrated when working in a district that does not encourage or support them in those endeavors.

In their book Courage: The Backbone of Leadership, Gus Lee and Diane Elliott-Lee (2006) offer acts of integrity to process being disheartened and frustrated a school leader is committed to equity but other stakeholders are unwilling, oppositional, or resistant to equity, and how to navigate this dilemma.

They suggest that you honor your conscience when discerning right from wrong. By honoring your conscience, you stay true to yourself. They also stress doing what is right, regardless of the risk to self.

This is especially difficult in politically charged environments such as school districts and systems. Many of us have witnessed school decisions that were clearly not in the best interest of students, but more in the interest of adults.

Similar to the business world, personal agendas drive decisions, often at the expense of what is right.

Personal agendas and profit-driven decisions can sometimes overshadow what is right, leading to negative consequences in various sectors.

In the business world, a prime example of this is when companies prioritize maximizing profits over ethical considerations. For instance, a corporation might knowingly engage in environmentally harmful practices to cut costs and boost its bottom line, disregarding the longterm impact on the planet and local communities.

In health care, a similar scenario can occur when pharmaceutical companies prioritize financial gains over the well-being of patients. One 34 • Illinois School Board Journal

instance of this is the unethical marketing and over-prescription of addictive pain medications, such as opioids, by pharmaceutical companies. Despite the known risks and potential for addiction, profit-driven decisions led to the widespread distribution of these drugs, resulting in a devastating opioid crisis and countless lives affected.

In the field of education, personal agendas and profit motives can manifest in various ways. One example is the push for privatization and for-profit schools, where financial interests take precedence over the quality of education provided to students. In some cases, private entities operating schools may prioritize financial gains and cost-cutting measures at the expense of hiring qualified educators, ensuring equitable resources, and meeting the students’ diverse needs, ultimately compromising the quality of education they receive.

Defending what one thinks is right is not always the most advantageous thing to do. Most educators I know are not willing to lose their job, salary, benefits, or career over making a decision they know is right but against what the majority wants to see happen. Unfortunately, this is the position that a lot of school leaders find themselves in when it comes to establishing equity. They want to do what is in the best interest of their students, but also are hesitant to do so when their opinion is unpopular among those who wield power in their district or school community. This is why ethical educational leaders are needed at all levels.

Raymond Pierce describes the beliefs and actions of an ethical

leader working toward social justice as someone who “deeply embraces the critical connection between education and opportunity.” Ethical leaders build school cultures governed by fair, clearly articulated expectations rather than cultures driven by personalities or politics.

True integrity means not having the luxury of leaving your principles at the door whenever it is convenient.

Leaders with strong integrity measure each decision before implementing it to make sure the decision is an equitable one. Displaying integrity and a commitment to equity as a school leader in education is driven by an unfaltering belief in the dignity and rights of others. If leaders compromise integrity, an insidious sense of unfairness and injustice pervades.

Conclusion

Leading with integrity and enhancing equity is hard work.

School leaders of integrity working to enhance equity don’t do the work for awards and accolades; they do the work because they are dedicated to equity and meeting the needs of their students and staff. They are the foundation holding the many different aspects of the school together.

When the principal is operating as the integral chassis, other gears turning toward enhanced school equity also will spin smoothly.  Don Parker, Ed.D., is a transformational keynote speaker and professional development provider. The first in the “Crucial Characteristics of Leaders of Integrity” series, on Courage, is available in the November/December 2023 issue of the Journal. Look for another installment in the next Journal.

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Practical PR

Making Connections: How One Elementary District Supports Families New to the United States

By Jennifer Tempest Bova

I

In Fall 2022, Des Plaines CCSD 62 welcomed over 100 families from Venezuela who came to the United States as asylum seekers. Historically the district has seen an increase in immigrant families over the years, especially as it relates to political unrest in countries such as Ukraine, Russia, Colombia, and Venezuela.

“These families from Venezuela, in particular, came to our district during a humanitarian crisis,” said Superintendent of Schools Michael Amadei, who is now in his second year as superintendent. “They needed our compassion and help.

When I reflect on October of 2022, I continue to be very proud of how our staff came together to support these families.”

Within these needs, the district understood additional complexities were being discovered in children coming in with a level of trauma that would require social-emotional support as well. As the months passed, many of the asylum seekers left the district, finding homes outside of the Des Plaines community.

However, the journey for District 62 was just beginning.

Located in the northwest suburbs of Chicago, Des Plaines CCSD 62 is an elementary district that serves children in Des Plaines and portions of Rosemont. District 62 educates approximately 4,700 students from Pre-K through eighth grade and has

36 • The Illinois School Board Journal

approximately 850 employees. Within the hallways of the 12 schools of District 62, over 60 languages are spoken, a reflection of the culturally diverse learning community the district serves.

North Elementary School is one of District 62’s nine elementary schools and its largest. Normally, the school’s enrollment is at around 400 children. At the time of this writing, North Elementary School’s enrollment is at approximately 550 children, a significant increase due to families arriving from countries in Europe and Central Asia including Ukraine, Russia, and Kyrgyzstan.

“Welcoming our newcomers is such a privilege at North School,” said North’s principal, Carolyn Allar. “Knowing that we might be a student’s first experience in a school in the United States is a big honor that comes with excitement and planning.”

Newcomer students are provided with a unique and enriching first day experience. They continue to receive support during their time at school.

Columns are submitted by members of the Illinois Chapter of the National School Public Relations Association

“Our teachers have directions translated for our students and we make sure we partner them up with another student or two who might also speak the same language,” said Allar. “North truly represents a diverse population of students and we are honored to continue to serve such a diverse community.”

While most of these families are in attendance at North Elementary, the district has also created newcomer centers at two middle schools, Algonquin Middle School and Chippewa Middle School. The newcomer center at Chippewa Middle School was implemented in 2023 to better accommodate the additional newcomer students.

“We have loved welcoming our newcomer students to Chippewa Middle School,” said Principal Juliana Vissering. “It has been an incredible experience to not only learn from them about their cultures and background but to also share those experiences with our entire student body.”

Over 60 languages are spoken in District 62; the three primary languages after English are Spanish, Russian, and Polish.

Elizabeth Juskiewicz is District 62’s Director of Second Language Programs. She has always had a passion for creating collaborative partnerships with families as she recognizes that

those school-community relationships support student learning and growth. Juskiewicz also recognizes the challenges the district faces today.

“With the increasing enrollment at North Elementary School, we recognize that there is an equity question creeping to the top of our concerns as more and more children are being supported in one particular school,” said Juskiewicz. “In addition to needing to learn English and academics, many of these children and their families have come to the United States with trauma, needing significant resources and supports from the district.”

For the 2023-2024 school year, the district has hired an additional three full-time English Learner

teaching positions at North Elementary School including a Russian bilingual teacher. Social workers, interventionists and other roles were also added to support the increased enrollment and student needs. In addition, the district has hosted several family nights in the spring and fall of 2023 and held a targeted August 2023 registration event to enroll newcomer families.

Due to the increasing enrollment at North Elementary School, the district has had to find creative ways to house students, including exploring installation of two modular classrooms on site to accommodate the music and art classes, a cost of approximately $220,000.

Said Amadei, “Our Board of Education has been extremely

supportive of all our efforts and understands that introducing modular classrooms is not an ideal solution, but all children deserve the right to a public education. With that in mind, the necessity exists for us to find appropriate space for them to learn.”

Supporting families new to the United States is not a focus solely for District 62. Neighboring school districts such as Wheeling CCSD 21 and Skokie SD 73.5 have also had to navigate similar dynamics within their learning communities.

The district has begun to have conversations with local state legislators to share its story and raise awareness for these unique dynamics. The efforts are just beginning but a necessary step in the right direction.

“It is critical that we support all families,” said Amadei. “However, it’s also critical we create an awareness regarding how our needs are changing. My hope is that this awareness will lead to funding and a national response. We are a global community and I anticipate that this reality will not always be limited to a small number of school districts.”

Seeing the connection happening within the classrooms is what makes a difference.

“The students at North have been so welcoming,” said Amadei.

“I have seen them take care of those who are new to the school. That is what says so much about our District 62 community. The children are extraordinary.”  Jennifer Tempest Bova is Director of Community Relations at Des Plaines CCSD 62 and a member of the Illinois Chapter of the National School Public Relations Association.

January/February 2024 • 37

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FARNSWORTH GROUP, INC. Architectural and engineering professional services.

Normal (309) 633-8436 FGM ARCHITECTS, INC. Architects. Chicago (312) 942-8461; Oak Brook (630) 574-8300; O’Fallon (618) 624-3364; St. Louis (314) 439-1601; Milwaukee, Wisconsin (414) 346-7282 www.fgmarchitects.com GREENASSOCIATES, INC. Architecture/construction services.

Deerfield (847) 317-0852; Itasca, (847) 317-0852; Springfield HEALY BENDER PATTON & BEEN ARCHITECTS Architects/Planners.

Naperville (630) 904-4300; www.healybender.com; dpatton@healybender.com HURST-ROSCHE, INC. Architecture, engineering, planning, and interior design. Hillsboro (217) 532-3959; East St. Louis (618) 398-0890; Marion (618) 998-0075; Springfield (217) 679-1671; www.hurst-rosche.com JMA ARCHITECTS Full service professional design firm specializing in K-12 educational design, construction management, strategic/master planning, health/life safety compliance, building commissioning, and interior space design.South Holland (708) 339-3900; www.jmaarchitects.com; allison@jmaarchitects.com KLUBER ARCHITECTS + ENGINEERS Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia (630) 406-1213 LARSON & DARBY GROUP Architecture, engineering, interior design, and technology.

Rockford (815) 484-0739; www.larsondarby.com; snelson@larsondarby.com LEGAT ARCHITECTS, INC. Architectural and educational planners who specialize in creating effective student learning environments.

Gurnee (847) 622-3535; Oak Brook (630) 990-3535; Chicago (312) 258-9595; www.legat.com; jboyce@legat.com

IASB Service Associates are businesses which offer school-related products and services and which have earned favorable reputations for quality and integrity. Only after careful screening is a business firm invited to become a Service Associate.

To learn more about IASB Service Associates membership, visit www.iasb.com or contact IASB at bkusturin@iasb.com PCM+DESIGN ARCHITECTS Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting, and related services.

East Peoria (309) 694-5012; www.PCMPLUSD.com; whelmick@pcmplusd.com PERFORMANCE SERVICES, INC. An integrated design and delivery engineering company serving the design and construction facility needs of K-12 schools. Schaumburg (847) 466-7220 PERKINS&WILL Architecture, educational planning, programing, master planning, re-referendum services.

Chicago (312) 755-0770 mark.jolicoeur@perkinswill.com; aimee.eckmann@perkinswill.com; rick.young@perkinswill.com RICHARD L. JOHNSON ASSOCIATES, INC. Architecture, educational planning.

Rockford (815) 398-1231; www.rljarch.com STR PARTNERS Architectural, interior design, planning, cost estimating, and building enclosure/ roofing consulting.

Chicago (312) 464-1444

STUDIOGC ARCHITECTURE + INTERIORS StudioGC is passionate community-minded partner, committed to creating imaginative and well-designed facilities. StudioGC offers innovative planning, programming, architectural, interior design, and cost estimates. Chicago (312) 253-3400

F. H. PASCHEN A general/construction manager with extensive experience in new construction and renovation of educational and institutional facilities in the public/private sectors. Chicago (773) 444-1525; www.fhpaschen.com; aizzi@fhpaschen.com

SERVPRO TEAM WOLFE Servpro Team Wolfe specializes in the cleanup and restoration of commercial properties after a fire, smoke or water damage. Assist schools in developing a recovery plan to put things back to preloss condition quickly and effectively.

Effingham (314) 502-1337

TERRA ENGINEERING, LTD. TERRA is a Woman Business Enterprise (WBE) firm certified with the City of Chicago and Illinois CMS systems, providing transportation and traffic engineering; municipal, structural, electrical, and construction engineering; site development and landscape architecture; recreation and athletic facility and land use planning; land surveying; and GIS services. Chicago.

FREDERICK QUINN CORPORATION Construction management and general contracting. Addison (630) 628-8500

S.M. WILSON & CO. Provides construction management and general construction services to education, healthcare, commercial, retail, and industrial clients. St. Louis (314) 645-9595; www.smwilson.com; kristyn.newbern@smwilson.com; amanda.bohnert@smwilson.com

TRIA ARCHITECTURE An architectural planning and interior design firm that provides services primarily to school districts in the Chicagoland area with an emphasis on service to their clients, and their communities. Burr Ridge (630) 455-4500; www.triaarchitecture.com WIGHT & CO. A fully integrated design, engineering, and construction firm that partners with education leaders to create progressive, inspiring, and sustainable learning environments, while helping to manage risk and provide accountability in the delivery of work. Darien (630) 969-7000 WOLD ARCHITECTS AND ENGINEERS Specializing in Pre-K-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management.

Palatine (847) 241-6100

Building Construction BOLLER CONSTRUCTION CO., INC. Construction Manager and General Contractor specializing in building and renovating schools.

Waukegan (847) 662-5566 CORE CONSTRUCTION SERVICES OF IL., INC. Professional construction management, design-build, and general contracting services. Peoria (309) 404-4700; COREconstruction.com; mikaylavincent@coreconstruction.com

HOLLAND CONSTRUCTION SERVICES, INC. Full service construction management and general contracting firm specializing in education facilities. Swansea (618) 277-8870 IHC CONSTRUCTION COMPANIES LLC IHC Construction Companies LLC is a full-service construction management firm that delivers new construction, additions, and renovations for School District clients on-time and within budget.

Elgin (847) 742-1516 INTERNATIONAL CONTRACTORS, INC. (ICI) An award-winning construction management firm specializing in K-12 facilities. Our firm is currently partnering with eight Illinois School Districts on capital improvement projects.

Oakbrook Terrace (630) 641-6852 NICHOLAS & ASSOCIATES, INC. Construction management, general contracting, design and build.

Mt. Prospect (847) 394-6200 info@nicholasquality.com; nickjr@nicholasquality.com PEPPER CONSTRUCTION COMPANY Construction management and general contracting services.

Barrington (847) 381-2760; www.pepperconstruction; jripsky@pepperconstruction.com POETTKER CONSTRUCTION COMPANY Specializing in construction management, design/build, construction consulting services, and energy solutions for education clients. Breese (618) 526-7213; www.poettkerconstruction.com RUSSELL CONSTRUCTION COMPANY, INC. Russell provides successful, knowledgeable construction management and contracting services in the PreK-12 market from concept to completion and continuing care for your facility needs. Davenport, Iowa (563) 459-4600; www.russellco.com; sbaumann@russellco.com

TRANE HVAC company specializing in design, build, and retrofit. Willowbrook (636) 305-3600

Computer Software, Supplies, Services COMPUTER INFORMATION CONCEPTS, INC. Infinite Campus student information System and Finance Suite, and Tableau Data Visualization/Analytics.

Greeley, Colorado (312) 995-3342 EDMENTUM We provide fully digital curriculum and assessment tools for educators to utilize in K-12 classrooms to establish blended and personalized environments and advance student learning.

Bloomington, Minnesota (952) 832-1570 COMMON GOAL SYSTEMS, INC. We offer cloud-based software solutions for student information management, student registration, state reporting, financial management and payroll, parent communication, scheduling, gradebooks, report cards, and more.

Des Plaines (630) 592-4200; www.common-goal.com

Consulting EOSULLIVAN CONSULTING Illinois-based EOSullivan Consulting has developed a proven process the helps school districts with community engagement, survey research, messaging, informational campaigns and referendums.

Libertyville (815) 353-1991

January/February 2024 • 39

Environmental Services ALPHA CONTROLS & SERVICES, LLC We deliver energy cost justified solutions that make the learning environment comfortable, secure, and efficient.

Rockford, Springfield, Champaign (815) 227-4000; www.alpaacs.com; jasonv@alphaacs.com

RADON DETECTION SPECIALISTS Radon measurements in elementary, middle, and high schools, as well as all DCFS licensed spaces. We service the entire state of Illinois. Westmont (630) 325-4443 or (800) 244-4242

Financial Services

VEREGY Dedicated to assisting K-12 education meet the challenge of providing healthy, safe, and educational appropriate learning environments.

St. Louis (636) 230-0843; Chicago (773) 633-0691; veregy.com; bsmith@veregy.com

BERNARDI SECURITIES, INC. Municipal bond specialty firm; offers a full range of school bond underwriting services, including capital needs financing and debt refinancing.

O’Fallon (618) 206-4180; Peru (815) 587-8972; Chicago (312) 281-2014; jvezzetti@bernardisecurities.com

ENERGY SYSTEMS GROUP A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca (630) 773-7201; jcohn@esg.email

BMO HARRIS BANK BMO Harris Bank’s experienced specialists can help you build a sound strategy to help close budget gaps, manage day-to-day cash flow and maximize your resources.

Chicago (312) 461-7895

GRP MECHANICAL CO., INC. Renovating buildings through energy savings performance contracting to provide the best learning environment. HVAC, plumbing, windows, doors, and mechanical services. Bethalto (618) 779-0050

GORENZ AND ASSOCIATES, LTD. Auditing and financial consulting.

Peoria (309) 685-7621

IDEAL ENVIRONMENTAL ENGINEERING, INC. Asbestos and environmental services.

Bloomington (309) 828-4259 ILLINOIS ENERGY CONSORTIUM Sells electricity and natural gas to school districts, colleges, and universities.

DeKalb (815) 753-9083; www.ILLec.org; hwallace@iasbo.org ENGIE SERVICES U.S. Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities; increase safety, security and efficiency; reduce operations costs; and maximize the lifespan of critical assets.

Chicago (312) 498-7792; sharon.uslan@engie.com

40 • Illinois School Board Journal

ICE MILLER, LLP Nationally recognized bond counsel services. Chicago (312) 726-7127 KINGS FINANCIAL CONSULTING, INC. Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections.

Monticello (217) 762-4578 SPEER FINANCIAL, INC. Financial planning and bond issue services. Chicago (312) 346-3700; www.speerfinancial.com; dphillips@speerfinancial.com; rmckenzie@speerfinancial.com

STIFEL Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; referendum and legislative assistance. Edwardsville (800) 230-5151; noblea@stifel.com WINTRUST FINANCIAL Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont (630) 560-2120

Human Resource Consulting ACCURATE BIOMETRICS Live scan fingerprinting for Illinois and FBI background checks. Live scan system sales and placement. Managed services for data security and compliance. Itasca.

BUSHUE HUMAN RESOURCES, INC. Human resource, safety and risk management, and insurance consulting.

Effingham (217) 342-3042; www.bushuehr.com; steve@bushuehr.com

Insurance THE SANDNER GROUP Insurance program management, marketing & claims services for workers’ compensation, property & liability. Chicago (800) 654-9504

Office Equipment EDUCATIONAL ENVIRONMENTS BY FRANK COONEY COMPANY, INC. Furniture for educational environments.

Wood Dale (630) 694-8800; www.frankcooney.com; gregory@frankcooney.com

Other ECRA GROUP Superintendent searches, board and superintendent workshops.

Arlington Heights (847) 318-0072

Milestones

Continued from page 42

Carrol M. Rugh, 99, died November 14, 2023. She was the first woman to serve on the school board for Orion CUSD 223.

Harold Jay Sandercock, 93, died October 6, 2023. He had served on the school board for Abingdon-Avon CUSD 276.

John Edward Shea, 92, died in November 2023. He had served on the Wilmette SD 39 Board of Education.

Dwight L. Shoemaker, 80, died November 20, 2023. He served on the Aledo school board and was elected president of the first Mercer CUSD 404 school board in 2008.

Ronald Franklin Sloan, 78, died November 11, 2023. He had served on the school board for Assumption schools in Christian County.

Richard D. Smith, 75, died October 27, 2023. He served on the school board for Tri-Valley CUSD 3 in Downs.

Arland Albert Speidel, 89, died October 19, 2023. He had served on the Central City SD 133 Board of Education.

John Spets, 86, died September 17, 2023. He had served on the Kewanee CUSD 229 school board.

Sharon Elaine Terry, 68, died November 16, 2023. She was a past member of the Summersville SD 79 Board of Education in Mount Vernon.

Phyllis A. Titterington, 91, died November 25, 2023. She was a past member of the Rockridge CUSD 300 school board in Taylor Ridge.

William Owen Weaver, 91, died November 9, 2023. He was a past member of the Casey school board in Clark and Cumberland counties.

Lyle A. Worthington, 78, died October 25, 2023. He served on the Yorkwood Board of Education in Warren County.

Guilford David Zook, 103, died November 18, 2023. He was a past member of the Congerville-Eureka-Goodfield CUSD 140 school board.  The Illinois Association of School Boards accepts contributions to the Milestones section of the Illinois School Board Journal.

Please send the information to communications@iasb.com.

January/February 2024 • 41

Milestones

In Memoriam James J. “Jim” Blackburn, 72, died November 22, 2023. He had served on the school board for Minooka SD 201 and worked on the development of Walnut Trails Elementary School in Shorewood.

Ronald Bradley, 83, died September 13, 2023. He was a member of the school board serving Downers Grove CHSD 99.

Ja ne t C . Brow n, 7 7, d ie d November 10, 2023. She was a past member and president of the Joliet THSD 204 Board of Education.

Shirley A. Christian, 86, died October 2, 2023. She was a past member of the Grayslake CHSD 127 school board.

Lynda Kay “Warfel” Fishel, 84, died November 8, 2023. She was a past member of the Arcola CUSD 306 school board and also a former Arcola mayor.

Harold Lee Fisher, 86, died November 19, 2023. He served on the school board for Brownstown CUSD 201.

Roger Leo Grasher, 79, died November 20, 2023. He was a past member of the Sandoval CUSD 501 Board of Education.

Steven Lee Greenf ield, 73, died October 26, 2023. He was a past member of the Forrestville Valley CUSD 221 school board.

Eileen Grimmer, 92, died in November 2023. She was a past member of the Palos Hills SD 117 Board of Education.

Gordon Willia m “Bill ” Hatfield, 81, died November 22, 2023. He served on the Elizabeth Board of Education in Jo Daviess County.

42 • Illinois School Board Journal

John Frank Henning, 89, died October 17, 2023. He was a member of the school board for Marengo CHSD 154.

Roger Wax Hinds, 89, died September 27, 2023. He had served on the Buckley-Loda school board in Iroquois County.

Carolyn J. Jones, 81, died October 7, 2023. She had served on the board of education for Huntley Community SD 158.

Marvin Kamensky, 84, died in October, 2023. He was a past member of the school board for West Northfield SD 31 Benjamin Franklin Klein, 88, died October 9, 2023. He served on the Lexington CUSD 7 Board of Education.

Donald John Larson, 90, died October 1, 2023. He had served on the school board for Troy CCSD 30C. Dennis Paul Lincicome, 82, died November 3, 2023. He was a past member of the CUSD 7 (Tolono) Board of Education.

Edward L. Lynch, 84, died October 22, 2023. He was a past member of the Monticello CUSD 25 Board of Education.

Milan George Jerry Maliarik, 97, died May 17, 2023. He was a longtime member of the school board for Rondout SD 72.

David Glen Matlock, 83, died October 11, 2023. He had served on the Yorkville CUSD 115 school board.

Diane McNeilly, 79, died October 26, 2023. An educator, she also served on the Rochelle CCSD 231 school board and was an advocate for sports, wellness, and physical fitness in the Rochelle area.

Ronald D. Mool, 82, died November 7, 2023. He served on the El Paso school board in Woodford County and as the mayor of El Paso.

Rex M. Morfey, 95, died November 18, 2023. He served for 13 years on the board for Mansfield Schools in Piatt County.

Michael Mueller, 79, died November 10, 2023. He served on the school board for CHSD 94 in West Chicago.

Martin Stephen Mulkerrin, 85, died November 23, 2023. He was a 12-year member of the school board for Arlington Heights SD 25.

Norman N. Neely, 92, died October 4, 2023. He had previously served on the Carbon Cliff-Barstow SD 36 Board of Education.

Kenneth D. Nielsen, 87, died September 29, 2023. He was a member of the school board for Arlington Heights SD 25.

Daniel A. Orth, 85, died Novem03ber of the Bannockburn SD 106 Board of Education.

Erwin “Erv” Osterbur, 92, died October 9, 2023. He was a past member of the school board for St. Joseph Ogden CHSD 305.

Katerine A. Panko, 92, died in November 2023. She served on the school board for Evergreen Park CHSD 231.

Stephen Howard “Steve” Pyle, 77, died November 7, 2023. He was once a member of the Niantic-Harristown school board in Macon County.

Harold Ivan Richards, 98, died October 25, 2023. He served on the Wyanet Board of Education in Bureau County.

Continued on page 41

Insights “Answering a question about what the U.S. education system is getting right and what needs improving, Michelle Reid, superintendent of Fairfax [Va.]County Public Schools, said … ‘I don’t believe in public education today that we are getting the results for every child — each and every child — that we should be. … There is nothing wrong with our children. There’s nothing wrong with our educators. There’s nothing wrong with our families. But our systems create barriers for some children.’”

“Increasing student diversity in suburbs creating challenges, opportunities,” by Kara Arundel, K-12 Dive, December 1, 2023.

“The eleventh-hour effort to save the Invest in Kids tax credit scholarship program, mounted during the final week of the General

Assembly’s last session of the year, failed as lawmakers adjourned without taking up a proposal to extend it beyond Dec. 31 Invest in Kids prompted fierce debate over the merits of what some equate to a politically volatile school choice voucher program. While supporters say the tax credit gave children in low-income families a shot at a better education, opponents argued it failed to adequately benefit those kids and chipped away at public education. Both sides said they believe it was the first time such a voucher program has been discontinued.”

“Families Lament, Public School Advocates Celebrate End of Controversial Scholarship Tax Credit,” by Jeremy Gorner, Dan Petrella, and Alysa Guffey, Chicago Tribune (and Education Week), November 14, 2023.

“... If you are kind, people may accuse you of selfish, ulterior motives; Be kind anyway.

If you are successful, you will win some false friends and some true enemies; Succeed anyway.

If you are honest and frank, people may cheat you; Be honest and frank anyway.

What you spend years building, someone could destroy overnight; Build anyway.

The good you do today, people will often forget tomorrow; Do good anyway.

Give the world the best you have, and it may never be enough; Give your best anyway. …”

“Anyway,” attributed to Mother Teresa, as quoted by Communications Expert and Author Sarita Maybin, Keynote Speaker, 2024 Joint Annual Conference, November 19, 2023.

January/February 2024 • 43

NON-PROFIT prsT standard US POSTAGE PAID Illinois Association of School Boards

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