IASB Journal September/October 2019

September/October 2019 Vol. 87 No. 5

Annual Superintendent Salaries Report

New Data for Principal Salaries

Also: Presidents, Policy, and Persevering PR

Front Page

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The previous issue of the Illinois School Board Journal, July/August 2019, offered information and commentary regarding the teacher shortage both nationally and here in Illinois. The issue centered on pathways to the profession – methods and changes needed to encourage and assist future teachers. It’s a trending topic, and we have some updates.

Since that publication, Illinois Governor J.B. Pritzker has signed legislation, Public Act 101-0220, that does away with the basic skills test requirement for the Professional Educator License. It opens the door for filling the estimated 1,400 unfilled classroom teacher positions in Illinois with candidates who had completed the other requirements.

“The State Board of Education supports high standards for the professionals in our classrooms,” said State Superintendent of Education Dr. Carmen I. Ayala. “However, the test of basic skills did not advance teacher effectiveness. Rather, it created a financial and practical barrier that prevented highly skilled and passionate potential teachers from beginning their careers in Illinois.”

In June, ISBE also announced grants to seven school districts for teacher leadership and teacher residency grants. These are expected to produce evidence-based models that can be shared and scaled statewide.

In the past decade, the number of applicants has declined for all positions, no matter the grade level, specialty, or district size and location. Special education positions have been particularly difficult to fill with qualified candidates. Foreign language and English as a Second language teachers are also in high demand. Smaller school districts have fewer applicants, but larger school districts have more positions to fill. The 2018 survey by the Illinois Association of Regional Superintendents of Schools showed 89 percent of central Illinois districts and 92 percent of southern Illinois districts have issues with staffing

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teaching positions with qualified candidates. Some schools are not offering classes, or having 35 or 40 students in a classroom.

School districts are juggling long-term substitute teachers. Others are posting jobs a year in advance and offering positions to candidates pending qualification.

Another new law allows retired teachers – in districts with demonstrated need and subjects with high demand – to go back to the classroom without impacting their retirement status. Another streamlines the background check process, through Regional Offices of Education, for substitute teachers.

Although the teacher shortage is making headlines, school districts can anticipate fewer qualified superintendent and principal candidates in the future. In this issue of the Journal, IASB and a team of educators from Western Illinois University provide an analysis of superintendent salaries in Illinois. This year, there’s a separate study on principals. It’s part of an annual series, which allows school boards to assess, over time, trends and changes in administrator pay.

Each year provides a different twist in the tale; this years’ data – provided by ISBE – adds benefits to the mix for superintendents. Many thanks again this year to the team at Western, led this year by Lora Wolff, an associate professor and Denny Barr, an assistant professor, both in the Educational Leadership department. Their work on these two articles, and the continuing series, is invaluable.

The educator shortage is a trending topic and one the Journal is likely to revisit soon. If you’d like to share how your district is managing, please be in touch. Comments on this, or anything else you read in the Journal, are always welcome.  Theresa Kelly Gegen is Editor of the Illinois School Board Journal. You can reach her at tgegen@iasb.com.

Table of Contents FEATURE ARTICLES Salaries: 13 Superintendent Data as a Piece of Art

By Lora Wolff and Denny Barr

The Journal’s administrative salaries series returns.

Each year when we approach salary data, there is something new and different. The new and different this year was the data on full-time equivalency (FTE) for Illinois superintendents, which allowed for analysis on a more comparable level.

17 National salary trends mirror Illinois’

By Theresa Kelly Gegen

Data from School Superintendents Association, offer a look at the national picture of superintendent salaries.

the Same: Principal, 18 Not Assistant Principal Salaries

Vary by Region, District Type

By Lora Wolff and Denny Barr

Principal and assistant principal salaries in Illinois demonstrate disparity. Geography plays a part, and other factors at play include cost of living, community norms for salaries, and years of experience. Take a look at regional comparisons in the latest analysis of principal salaries.

REGULAR FEATURES 2 Front Page 4 Leadership Letter

Successes and challenges

4 New @IASB 6 From the Field

So, You’re the Board President!

10 Policy Page

New School Year, New Opportunity to Review Board Policy

26 In Case You Missed It (ICYMI) 28 Practical PR

The Value of Analog Connections in a Digital Age

34 Milestones 35 Insights

July/August 2019 Vol. 87 No. 3

Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Editor Gary Adkins, Contributing Editor Heath Hendren, Contributing Editor Britni Beck, Advertising Manager Katie Grant, Design and Production

ILLINOIS SCHOOL BOARD JOURNAL (ISSN- 0 019-221X ) is published ever y 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 $18 per year. Foreign (including Canada and Mexico) $21 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 © 2019 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.

September/October 2019  3

Leadership Letter

Successes and challenges

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By Thomas E. Bertrand

Since 1969 PDK International has surveyed Americans to assess public opinion about educational issues. In August, PDK released the latest poll results. The results allow school leaders to separate in John Draper’s words, “the ‘truth’ from the ‘talk’ about public education.”

The truth is that some key themes emerged from this year’s survey results that underscore the good work happening in our public schools.

Americans continue to give high marks to the schools that their children attend. This year, 76% of public school parents gave their oldest child’s school a grade of A or B. The percentage of adults giving their local schools a failing grade has never reached double digits.

An overwhelming number of teachers (94%), public school parents (77%), and adults (75%) surveyed all said that a student’s improvement over time is a better way to assess school quality than the percentage of students who pass a standardized test at a given time. This is not news to those who believe that our children are “more than a score.”

The results also underscore some of the challenging issues facing our public schools.

New @ IASB Notice Anything Different?

The Illinois Association of School Boards website has undergone a transformation. Remaining at IASB.com, the refreshed, updated, and improved website will be offer an engaging browsing experience and allow visitors to navigate IASB’s 4  Illinois School Board Journal

Parents and teachers struggle with finding the best approach to school discipline issues. Both groups feel school discipline is not strict enough, but also acknowledge that mediation and counseling are the most effective means when dealing with student misbehavior.

Teachers’ feelings about their profession may be contributing to the shortage of educators. Teachers surveyed expressed frustration with poor pay, underfunded schools, and working conditions. One half of the teachers surveyed seriously considered leaving their jobs in recent years. This data should give all of us pause.

While our country seems to be increasingly polarized on a number of issues, most Americans would agree that public education is vital to our democracy.

It is more important than ever that school leaders lead with the truth about the successes of and challenges facing our schools.

On behalf of the two million children in Illinois’ public schools, thank you for answering the call to board service and for your recognition of the importance of a healthy, successful public school system.  Thomas E. Bertrand, Ph.D., is Executive Director of the Illinois Association of School Boards.

information offerings with an inviting, up-to-date, user-friendly format.

Let us know what you think at communications@iasb.com.

Staff News

Perry Hill IV, previously a Field Services Director for IASB’s West Cook, South Cook, and Three Rivers Divisions and based

in Lombard, has relocated to the Springfield office. From Springfield, he will serve the Shawnee, Egyptian, Wabash Valley, and Illini Divisions.

In August, 2019, IASB welcomed two new additions to the staff, who began work in the Lombard office as Field Services Directors.

Lori Grant was a teacher, music department chair, and instructional coach before transitioning to the private sector. Most recently Grant was a Divisional Trainer for Gordon Food Service.

She holds a Bachelor of Music Education degree from Ohio State University and a Master of Arts degree in Educational Leadership from Aurora University.

Nakia Hall, Ed.D., joins the IASB team also after a career in education. Hall was an elementary school teacher, adult learning English as a Second Language instructor, writing lab coordinator, and adjunct professor. She was recently owner and CEO of Executive Order Leadership Development Firm. Hall earned a Bachelor of Science degree in Elementary Education, and Master of Arts and Doctor in Education degrees from Olivet Nazarene University.

She recently finished 10 years as a school board member for CreteMonee CUSD 201U. Two more individuals joined the IASB staff this past summer.

Patricia Sullivan-Viniard, Ed.D., has joined IASB as a consultant with the Executive Searches department. She recently retired as superintendent of LaGrange Highlands SD 106 following a career in education that spanned 37 years.

Isaac Warren has joined the Communications and Production Services department as assistant director of digital communication, bringing the Association expertise in graphic design and layout, video recording and editing, 3D rendering of graphics, social media, and writing and editing. 

Illinois Association of School Boards Administration and Staff OFFICE OF THE EXECUTIVE DIRECTOR Thomas E. Bertrand, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Executive Searches Thomas Leahy, Director Timothy Buss, Consultant Jim Helton, Consultant Dave Love, Consultant Alan Molby, Consultant Valorie Moore, Consultant Patricia Sullivan-Viniard, Consultant OFFICE OF GENERAL COUNSEL Kimberly Small, General Counsel Legal Services Maryam Brotine, Assistant General Counsel Debra Jacobson, Assistant General Counsel Policy Services Ken Carter, Director Angie Powell, Director Brian Zumpf, Director Boyd Fergurson, Consultant ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Susan Hilton, Director Zach Messersmith, Director Deanna L. Sullivan, Director Ronald Madlock, Assistant Director ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/ Chief Financial Officer

MEMBER SERVICES Dean Langdon, Associate Executive Director Board Development Sandra Kwasa, Director Nesa Brauer, Trainer Field Services Reatha Owen, Senior Director Patrick Allen, Director Lori Grant, Director Nakia Hall, Director Perry Hill IV, Director Laura Martinez, Director Dee Molinare, Director COMMUNICATIONS/ PRODUCTION SERVICES Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Director/Editorial Services Heath Hendren, Director/Editorial Services Jennifer Nelson, Director/Information Services Isaac Warren, Assistant Director/Digital Communications Katie Grant, Assistant Director/Production Services CONTACT IASB Springfield Office 2921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 IASB Lombard Office One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776

Staff Email: First initial and last name preceding @iasb.com

September/October 2019  5

From the Field

So, You’re the Board President!

By Dee Molinare

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Congratulations! Your school board has decided you should be the board president. Now what? Most likely, you are a seasoned board member and have experienced the president’s role from across the table.

Your predecessor had qualities and style you want to emulate, or not. It is your time to lead, which requires some thought and a definite understanding of the role.

Policy

Policy is the key to good governance. The duties of board officers are specified in PRESS sample Policy 2:110, Qualifications, Term, and Duties of Board Officers, in which the specific duties of the board president are outlined as follows: “The Board elects a President from its members for a two-year term. The duties of the President are to: • Preside at all meetings; • Focus the Board meeting agendas on appropriate content; • Make all Board committee appointments, unless specifically stated otherwise; • Attend and observe any Board committee meeting at his or her discretion; • Represent the Board on other boards or agencies; • Sign official District documents requiring the President’s signature, including Board minutes and Certificate of Tax Levy; • Call special meetings of the Board; 6  Illinois School Board Journal

• Serve as the head of the public body for purposes of the Open Meetings Act and Freedom of Information Act; • Ensure that a quorum of the Board is physically present at all Board meetings; • Administer the oath of office to new Board members; and • Serve as the Board’s official spokesperson to the media.

The President is permitted to participate in all Board meetings in a manner equal to all other Board members, including the ability to make and second motions.”

Your board’s policy may vary, but will likely contain language that outlines the president’s responsibilities. Policy is a great start to understanding the role of board president, but it does not stop there.

Running the meeting

As board president, your role goes beyond what is dictated in policy. Specifically in running the meeting you will need to: • Follow the agenda and start on time.

• When the conversation begins to stray from the agenda, bring it back to focus.

• Recognize members who ask to speak. Ensure all voices are heard and give all an opportunity to speak.

• Be sure all members have spoken before allowing anyone to speak a second time • Each speaker deserves your undivided attention.

• Understand the board’s policy on public participation (PRESS sample Policy 2:230, Public Participation at School Board Meetings and Petitions to the Board) and adhere to it.

• Always model courtesy and respect to all, and insist that others do the same.

• Stay abreast of the emotional pulse on the discussions.

• Utilize parliamentary procedure by properly using motions and points of order; guide your board in using proper parliamentary procedure.

Most school boards use Robert’s Rules of Order to conduct their meetings, and new presidents may want to become familiar with these rules — if they are not already. New board presidents may want to use a Robert’s Rules Cheat Sheet (see link on page 8) that offers the motion, what to say to achieve the motion, whether it’s allowed to interrupt the speaker, if a second is needed, if the motion is debatable or amendable, and what action of the board decides the motion.

Agenda development

Board presidents work with the superintendent in developing the agenda according to PRESS sample Policy 2:220, School Board Meeting Procedure. Some districts include the board vice-president in the agenda formation also. Much of the agenda is driven by the annual calendar of school business needs. But a well-crafted agenda takes into account the district’s goals as well. It is not uncommon for the agenda to detail the specific district goal that the agenda item aligns to. This facilitates the board to stay at a high level of board work.

How and to whom do members inquire of board meeting documents/agenda items? How do board members respond during public comment? These types of questions are specific to districts. Members need to understand the process and all agree to the process. During a board self-evaluation, facilitated with your IASB Field Services Director, the group will discuss the needs and desires of the group and come to a consensus of what will work best for everyone.

People Work

According to policy, you are the spokesperson of the board to the media. You need to ensure you report the facts of the district when speaking to the media. It is wise to confer with the superintendent to ensure your knowledge is accurate before reporting out to the media.

IASB Board of Directors As of August 15, 2019

PRESIDENT Joanne Osmond VICE PRESIDENT Thomas Neeley TREASURER Linda Eades IMMEDIATE PAST PRESIDENT Phil Pritzker ABE LINCOLN Bill Alexander

NORTHWEST Chris Buikema

BLACKHAWK David Rockwell

SHAWNEE Sheila Nelson

CENTRAL ILLINOIS VALLEY Tim Custis

SOUTH COOK Lanell Gilbert

CORN BELT Mark Harms DUPAGE Thomas Ruggio EGYPTIAN Travis Cameron ILLINI Michelle Skinlo KASKASKIA Linda Eades KISHWAUKEE Robert Geddeis LAKE Marc Tepper NORTH COOK Alva Kreutzer

SOUTHWESTERN Mark Christ STARVED ROCK Simon Kampwerth Jr. THREE RIVERS Rob Rodewald TWO RIVERS Tracie Sayre WABASH VALLEY Dennis Inboden WEST COOK Carla Joiner-Herrod WESTERN Sue McCance SERVICE ASSOCIATES Jason Vogelbaugh

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.

September/October 2019  7

As a representative of the board on other community boards, you will want to foster positive working relationships.

And what about the relationships with your fellow board members? You may find yourself in

book The Trust Effect, speaks to the qualities of a leader as having competence, openness, being reliable, and equitable or fair.

When you are thorough with your agenda preparation and knowledgeable regarding meeting

“Your predecessor had qualities and style you want to emulate, or not. It is your time to lead, which requires some thought and a definite understanding of the role.”

a position to build and foster team relations. You will often be the mediator and facilitator between your fellow members. You don’t have to be a friend with all, but a collegial working relationship will provide an atmosphere that fosters a higher synergy level leading to a greater capacity for decision-making. You, as the leader, must gain the trust of the group. Larry Reynolds, in his

8  Illinois School Board Journal

procedures, you develop trust by validating your competence. Providing an open atmosphere of sharing information and understanding others’ points of view demonstrates openness. Asking for feedback on your performance as a board president fosters further openness.

Acting with integrity and being dependable exhibits reliability. Are you fair to all, treating all justly? If

so you are showing you are equitable to your fellow members.

There are many aspects to the board president role. You can seek additional information from your IASB Field Services Director. Opportunities for further learning are available at the Joint Annual Conference, November 22-24, 2019, including a Pre-Conference Workshop on Friday entitled Leading Leaders: The Job of Board President. Also consider attending Saturday’s Networking for Board Presidents session and Coffee and Conversation for Board Presidents on Sunday morning.

Your “job” as board president is challenging but rewarding. How you decide to lead will be your legacy to your district.  Dee Molinare, Ed.D., is Field Services Director with the Illinois Association of School Boards. Resources associated with this article, including the Robert’s Rules Cheat Sheet, can be accessed at blog.iasb.com/p/journal-resources.html.

September/October 2019  9

Policy Page

New School Year, New Opportunity to Review Board Policy

By Boyd Fergurson

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The long, hot days of summer will soon be changing to crisp autumn days. For many, this signals the start of a new school year.

For new board members, this change may reflect new experiences in their first term as elected board members. Having been elected in April and seated as a brand new member at a meeting in the last months of the school year, new members were a part of the final productions and the closing curtain, as it were, on last year’s school performance. Summer months in the interim have provided a time for setting the stage and the completion of preparations for the upcoming debut of a new school year – perhaps there have been changes in roles or players; perhaps there have been changes in resources, scenery, or props; perhaps newly-adopted policies have necessitated a change in the written script. Whatever changes may have occurred, a new board member has resources at hand from the Illinois Association of School Boards to assist in making the next performance a stellar one.

Every other year, most school boards gain by election at least one new member and some boards may add a majority of four or more new members. Each new member has

10  Illinois School Board Journal

the capacity to positively contribute to decisions as the board goes about the important work of governing the district. As a collective elected body, the board has the potential to form a high-performing team effectively governing the district.

The addition of new members often changes the culture of the board.

How can the new board organize and come together to represent its constituency and establish effective governance procedures as it provides direction for the district?

IASB has a variety of resources to assist boards in learning methods of working together effectively as a group. IASB field services directors can guide boards through workshops providing orientation, self-evaluation, and monitoring protocols designed for that very purpose. The first and foremost role of the school board is governance.

If a job description for school board member existed, it would be just that. By learning about working together as individuals and as a group, a board is charged with effectively working together to govern the district. IASB’s Foundational Principles of Effective Governance state that as a governing body, the board is obligated with the responsibility of 1) Clarifying

District Purpose, 2) Connecting with the Community, 3) Employing a Superintendent, 4) Delegating Authority, 5) Monitoring District Performance, and 6) Taking Responsibility for Itself.

The one aspect of school governance that provides continuity through a board’s cultural changes and serves as a tool for a board to use in attaining all of the Foundational Principles is policy. Having sound policies that govern a district is crucial to the board. It has been said that policy is the voice of a board 24/7. Policy provides the one voice necessary for a board to communicate its wishes to students, staff, and the community. New board members will find a review of current policy very helpful in understanding decisions a previous board may have made or what the board’s current stance is on any aspect of school governance.

The IASB Monitoring Workshop presented for school boards is designed to fulfill Foundational Principle 5, Monitoring District Performance. During the workshop, boards learn how to set up a monitoring calendar for policy review that will enable them to go through several policies at each board meeting. By engaging in this

cyclical review, a board can review policies from the current board policy manual within a determined time, allowing for a more complete understanding of current stated policy and what, if any, changes should be made to express the board’s direction on any given matter. For districts that subscribe to IASB’s PRESS or PRESS Plus policy services, policies that have not been reviewed for five years are offered for review during each issue. This five-year review can serve, perhaps, as a starting point for your board’s monitoring practices, if your board has as yet to begin that process.

Although the finer points of policy cannot be covered quickly, new board members can and should learn what the voice of the board is for all of the policies in the eight sections of the

board policy manual. The manual is a living, breathing extension of the board’s directives and not just a dusty document on a shelf somewhere in

Section 2 define the ways in which boards govern together as a group.

• Policy 2:10, School District Governance defines the board’s

“Policy provides the one voice necessary for a board to communicate its wishes to students, staff, and the community.”

the district office. A good place to start, from the perspective of policies with which a new board member should be acquainted, is Section 2: School Board policies, which provides a good microcosm of information pertinent to school board members.

Many of the sample policies in

authority and the conditions under which it can occur. It also states the very important fact that a board member has no legal authority as an individual.

• Policy 2:80, Board Member Oath and Conduct, codifies the statutory responsibilities and actions

Policy Services assists the board with all aspects of its policymaking role PRESS — PRESS has two

components: the Policy Reference Manual of sample policies and procedures and periodic PRESS Issue updates to the Policy Reference Manual.

Update:

Communicate:

IASB helps the board continually update its customized board policy manual that was adopted through the Policy Manual Customization process.

IASB helps the board communicate by publishing its policies online for the public to access.

PRESS Plus

Implement/Monitor:

Develop & Review:

Policy Manual Customization IASB helps the board develop a customized up-to-date board policy manual based on PRESS and the board’s current practices for ongoing review by the board.

Administrative Procedures Project IASB helps administrators implement the board’s policies by creating a procedures manual that aligns with board policy and the district’s current practices for ongoing monitoring by the board.

School Board Policies Online

Boardbook IASB helps the board communicate by streamlining the preparation, distribution, and publishing of board agenda packets with a webbased app.

To learn more, contact IASB Policy Services today!

Phone: 630/629-3776 or 217/528-9688, ext. 1214 or 1154 Email: bzumpf@iasb.com or apowell@iasb.com

September/October 2019  11

Policy Page required of those elected to membership on the board. Each elected board member must promise to abide by and uphold these standards before he or she is seated. This policy’s accompanying exhibit, 2:80-E, contains the IASB’s Code of Conduct for board members and speaks to the group norms and means of professional conduct required by board membership to work effectively as a group for the benefit of the district.

Other sample policies in Section 2 cover the role and duties of board members.

• Policy 2:110, Qualifications, Terms, and Duties of Board Officers, details the terms and

duties of those who assume the officer positions on the board.

Very important in this policy is the provision that the Board President is the head of the public body and official media spokesperson for the board.

• Policy 2:120, Board Member Development, contains statutory requirements for mandatory school board member training and other topics of professional development available or recommended for board members.

It also speaks to a new school board mentoring program, if the board wishes to institute one. Guidelines for that may be found in the policy’s accompanying exhibit, 2:120-E1,

School Board Policies Online

(Annual Subscription Service)

Communicate the board’s policy manual to the public by having IASB publish it online with the same easy-to-use service platform used for PRESS and PRESS Plus.

Publishing your policies online increases board transparency and keeps staff, students, parents, and the community informed about the board’s current policy actions and directives.

To learn more: Contact Brian Zumpf, policy services director: bzumpf@iasb.com, 630/629-3776, ext. 1214

12  Illinois School Board Journal

Guidelines for Serving as a Mentor to a New School Board Member. The second exhibit for this policy, 2:120-E2, contains a chart that may be used to post, on the district’s website, the dates of training completed by board members.

Additional topics covered in Section 2 are policies governing board meetings, maintenance and requests for board records, board policy development including the development of local policies, and a uniform grievance procedure with names and contact information for persons to whom a grievance or complaint may be made. Under the subheading of board relationships is sample Policy 2:140, Communications To and From the Board, and its accompanying exhibit, 2:140 E, Guidance for Board Member Communications, Including E-Mail Use. This policy and exhibit contain very important information for all board members, but especially newly elected members, regarding electronic means of communicating with each other and members of the community.

While this has been but a quick overview of policies in a particular section of the board policy manual, it shows what a review of current policy can do to educate and inform new and more seasoned board members and communicate the board’s governance decisions to all stakeholders in the district.

Policy review can provide a means of establishing and maintaining the one voice of the board as it raises the curtain on a new school year.  Boyd Fergurson is a consultant in the Policy Services Department for the Illinois Association of School Boards.

Feature Story

Superintendent Salaries: Data as a Piece of Art

By Lora Wolff and Denny Barr

R

Rarely would anyone other than a statistician consider a set of data to be a work of art. When the average person looks at a large data set, whether it be weather measures over time to prove or disprove climate change, returns on investment over time for stocks, or the compensation packages for superintendents in the state of Illinois, most would quickly get lost in the numbers and lose perspective on what those numbers really mean.

However, just like a painting or a sculpture, data sets tell multiple and varied stories, depending on how a person looks at them.

Each year when we approach salary data, there is something new and different. The new and different this year was the data on full-time equivalency (FTE) for Illinois superintendents, which allowed for analysis on a more comparable level. The focus of this analysis is on superintendents with FTE of 0.9 or higher, with all other superintendent salaries excluded from the analysis.

It is important to note that in previous years all superintendents were included in the analysis regardless of FTE. Including part-time superintendents, whose salaries could be assumed to have been on the lower end of the scale, decreased the average salary for all superintendents.

Because of the inclusion of FTE, we can draw a more accurate picture

this year. Also because of this, making comparisons between 2018 data and previous years’ is cautioned.

During the 2017-2018 academic year, the most recent year for which data is available, there were 680 full-time superintendents and 189

part-time (with 0.1 to 0.89 FTE) superintendents (see Table 1). In addition to the part-time superintendents, four superintendents were excluded from the analysis: the Illinois Department of Juvenile Justice superintendent, the Chicago Public

Table 1: Superintendent Salaries

Superintendent Population 2018 Type Full-time Superintendents (FTE 0.9 or higher) Part-time Superintendents (FTE 0.1 to 0.89) Illinois Dept. of Juvenile Justice Superintendents Excluded from this study as Outliers All Illinois Superintendents

Number Reported *680 189 1 3 873

*The 680 reported full-time superintendents are utilized in this analysis Source: ISBE

Table 2: Superintendent Salaries

Base Salary Comparison, 2014 through 2018 Year Number

Reported 2014 to 900 2015 878

High Salary $336,350 $336,350

Average % Change Median Salary of Average $132,838 $127,081 $136,567 2.7% $132,716

2015 to 878 2016 879

2016 to 879 2017 851

$336,350 $350,000

$136,567 $132,716 $135,885 0.0% $133,310

$350,000 $369,835

$135,885 $133,310 $138,229 1.7% $135,900

$369,835 *$300,104

$138,229 $135,900 $161,466 **14.4% $152,283

2017 to 2018

851 680

*The highest 2018 salary ($356,415 with a total package of $470,830) was eliminated from the analysis as it was an outlier. **The 2018 analysis represents superintendents with a FTE of 0.9 or higher.

Source: ISBE

September/October 2019  13

Schools Chief Executive Officer, and two superintendents with salaries that were outliers (one with a fulltime salary of $15,000 and one with a salary $100,000 higher than the next closest superintendent, and a salary/benefit package on the high end as well). Excluding these four superintendents also made for a more accurate analysis.

Superintendent Base Salaries

The base salaries of Illinois superintendents from 2014 through 2018 is presented in Table 2. In each annual comparison, the median salary increased. In three of the four annual comparisons, superintendent salaries increased; in the other, from 2015 to 2016, the average salary was lower but by less than 1 percent. The 14.4 percent salary increase from 2017 to 2018, however, must be taken with caution, because, as stated, only full-time superintendents were included in the 2018 analysis. For the 680 full-time superintendents, the high salary was just over $300,000 (high school district), the average salary was $161,466 with the lowest salary of $71,400 (unit school district).

When the reported benefits (bonuses, retirement, annuities, and other benefits) are included for full-time superintendents, both the high salary ($379,424) and average salary ($193,400) increased while the superintendent with the low salary remained the same (see Table 3). The high salary for the part-time superintendents ranged from a high of $220,000 to a low of $13,038.

Salary and benefits for the part-time superintendents ranged from a low of $15,613 to a high of $251,978. Table 3 also shows the variable in the FTE and the resultant salaries that led to 14  Illinois School Board Journal

Table 3: Superintendent Salaries

2018 Base Salary vs. Base Salary plus Benefits

Number High Average Low Reported Salary Salary Salary

Base Salary 680 $300,104 $161,466 $71,400 FTE 0.9 or more Base Salary & Benefits 680 $379,424 $193,400 $71,400 FTE 0.9 or more

Base Salary 189 $220,000 $66,269 $13,038 FTE < 0.9 Base Salary & Benefits 189 $251,978 $76,029 $15,613 FTE < 0.9 Note: Four organizational units were excluded from the analysis due to anomalies in the organization or data.

Source: ISBE

Table 4: Superintendent Salaries Base Salary, Base Salary plus Benefits, by District Type District Type Number High Average Low Median Elementary 278 Base $298,135 $173,601 $78,064 $174,431 Base & Benefits $371,112 $208,842 $87,000 $207,831 High School 85 Base $300,104 $190,897 $101,418 $183,345 Base & Benefits $379,424 $233,551 $117,992 $225,102 Unit 317 Base $290,038 $149,932 $71,400 $134,842 Base & Benefits $335,827 $169,455 $71,400 $159,803 Note: Only superintendent data with FTE of .9 or higher are included in the analysis.

Source: ISBE

the exclusion of the part-time superintendents in the analysis.

Superintendent Base Salaries by District Type

Analysis of superintendent base salaries and base salaries plus benefits was done by district type: elementary, high school, and unit (see Table 4). For the elementary district superintendents, the high salary was $298,135 ($371,112 salary plus benefits). The average salary was $173,601 with the low salary of $78,064. The

median salary of $174,431 ($207,831 salary plus benefits) was close to the average salary.

High school district superintendents, numbering 85, had the highest salaries in all four areas.

The highest salary was $300,104 ($379,424 salary plus benefits), with an average salary of $190,897, the lowest salary of $101,418, and a median salary of $183,345 ($225,102 salary plus benefits).

The greatest variability in superintendent salaries when examined

by district type was for the 317 unit district superintendents. The Salary Comparison by Percentile, 2016-2018 high base salary for unit superinYear 90th 75th Median/50th 25th 10th tendents was $290,038 (salary plus

Percentile Percentile Percentile Percentile Percentile benefits $335,827). The low salary 2016 $213,271 $174,350 $133,310 $100,059 $55,341 2017 $217,652 $177,019 $135,900 $100,000 $55,060 was $71,400 with an average salary 2018 $229,076 $194,827 $152,283 $124,500 $107,395 of $149,932 (salary plus benefits $169,455). The median of unit district Source: ISBE superintendents was $134,842 (salary plus benefits $159,803).

Figure 1 Base salaries were also compared at five percentiles (see Table 5) for three years. At all percentiles the 2018 superintendent salaries were higher in 2017. Again, this is likely due to the exclusion of the part-time superintendents.

Table 5: Superintendent Salaries

Regional Base Salaries and Base Salaries/Benefits

Regions:

Regions:

Regions: EC/East Central

EC/East Central NE/Northeast NW/Northwest SE/Southeast SW/Southwest WC/West Central

NE/Northeast EC/East Central NW/Northwest NE/Northeast SE/Southeast NW/Northwest SW/Southwest WC/West Central SE/Southeast SW/Southwest Table 6: Superintendent Salaries WC/West Central

An analysis of the 680 reported salaries was also conducted by six regions (see Figure 1): East Central, Northeast, Northwest, Southeast, Southwest, and West Central. The highest salary and salary plus benefits was in the Northeast region (see Table 6). The Northeast region also had the highest average salary and salary plus benefits. The East Central region had the lowest high salary, almost $100,000 lower than the Northeast region. The East Central region also had the lowest base salary of $71,400; that reported salary plus benefits was the same.

Table 7 presents elementary district superintendent salaries (high salary and average salary) for three years by the six regions.

Two regions (Northeast and Southeast) had lower high salaries in 2018 than in prior years. Again, readers are cautioned that the higher 2018 average salaries are likely due to the exclusion of 189 parttime superintendent salaries.

Superintendent salaries for high school districts are similar to elementary districts, with the Northeast region posting the

Base and Base Salary plus Benefits, by Region

Number

Reporting East Central 74 Northeast 289 Northwest 91 Southeast 64 Southwest 67 West Central 95

BASE SALARY High Average Low Salary Salary Salary $205,000 $136,332 $71,400 $300,104 $198,476 $72,430 $229,770 $141,586 $81,443 $210,776 $118,246 $78,012 $251,480 $137,177 $91,733 $224,910 $133,744 $87,500

BASE SALARY AND BENEFITS High Average Low Salary Salary Salary $320,483 $161,911 $71,400 $379,424 $239,285 $87,000 $288,364 $174,192 $111,538 $229,746 $135,703 $78,012 $298,677 $161,146 $101,328 $253,244 $158,356 $99,775

All

$300,104 $161,466 $71,400

$379,424 $193,400 $71,400

680

Source: ISBE

September/October 2019 ď&#x20AC;ź 15

highest salary and highest average salary. However, the Southeast region saw a decline in the high salary of over $23,000 and the Northeast region also had a decrease in the high salary. The Southwest region had no change in the high salary.

The final analysis was for unit district superintendents by region. All regions saw an increase in the 2018 high salary over 2017. All regions except the Southeast region saw higher high salaries in 2018 than in 2016.

Average unit superintendent salaries were also higher in 2018 in all regions; however, part-time salaries were not included in 2018.

Whether or not our superintendent salary studies can be considered a work of art is probably up for debate.

However, just like a person viewing a painting or sculpture, each person comes to the data with a background and perspective, creates an interpretation, and then applies it to a unique set of local factors and priorities. We’ll leave further interpretation of the superintendent salary artwork up to the reviewer.

Authors’ notes

From 1995 to 2007, researchers at Western Illinois University collected and compiled data on the salaries of district superintendents and principals in Illinois. The Illinois School Board Journal published a study of that voluntarily submitted data. With the introduction of mandatory reporting of administrator salaries, the data was unavailable for several years. In 2014, the Illinois State Board of Education made its data available to researchers. Since then, the series has resumed. The full series and resources associated with this article are available via the Journal resources page at blog.iasb.com/p/journal-resources.html.

Thanks to Jackie Matthews, ISBE Director of Media and External Communications and ISBE’s data analysis division for providing the raw data. Thanks to Jordan Arndt and Karolyn Ericksen, graduate assistants at Western Illinois University, for sorting the data.  Lora Wolff, Ph.D., is an associate professor of Educational Leadership at Western Illinois University and was previously superintendent for Keokuk Community Schools in Iowa. Denny Barr, Ed.D., is an assistant professor of Educational Leadership at Western Illinois University and the graduate program coordinator for the M.S.Ed. in Educational Leadership and principal endorsement programs in the Educational Studies Department.

16  Illinois School Board Journal

Table 7: Superintendent Salaries

By Region, District Type, 2016-2018 Elementary Number EC 18 6 EC 17 16 EC 16 16 NE 18 197 NE 17 213 NE 16 219 NW 18 23 NW 17 40 NW 16 43 SE 18 14 SE 17 38 SE 16 38 SW 18 21 SW 17 24 SW 16 33 WC 18 18 WC 17 27 WC 16 27

High $165,833 $162,573 $157,842 $298,542 $369,835 $350,000 $156,900 $152,500 $149,006 $149,870 $157,640 $158,310 $167,974 $163,000 $155,600 $160,677 $156,923 $152,583

Average $133,424 $92,828 $91,743 $193,542 $180,058 $176,515 $127,224 $97,546 $89,755 $111,758 $73,833 $76,949 $127,818 $105,521 $96,775 $124,859 $93,412 $92,182

High School EC 18 4 $142,857 EC 17 6 $154,964 EC 16 6 $141,328 NC 18 50 $300,104 NE 17 54 $336,350 NE 16 56 $336,500 NW 18 13 $229,770 NW 17 12 $159,444 NW 16 12 $175,159 SE 18 6 $156,813 SE 17 8 $170,193 SE 16 7 $180,250 SW 18 5 $185,658 SW 17 5 $185,658 SW 16 7 $180,250 WC 18 7 $180,058 WC 17 6 $175,055 WC 16 6 $170,198

$134,578 $117,634 $111,705 $222,224 $209,446 $199,847 $159,363 $146,914 $145,032 $128,395 $120,756 $126,666 $152,127 $131,833 $146,165 $139,142 $132,345 $138,842

Unit EC 18 64 $205,000 $136,714 EC 17 72 $201,359 $115,772 EC 16 74 $193,800 $112,883 NE 18 42 $290,037 $196,299 NE 17 43 $273,955 $186,814 NE 16 45 $268,567 $179,872 NW 18 55 $223,737 $143,391 NW 17 73 $219,372 $128,671 NW 16 78 $213,150 $118,879 SE 18 44 $210,776 $118,927 SE 17 66 $206,644 $102,298 SE 16 69 $224,185 $100,790 SW 18 41 $251,480 $140,147 SW 17 48 $244,155 $120,437 SW 16 51 $238,200 $118,930 WC 18 70 $224,910 $135,488 WC 17 80 $211,777 $118,649 WC 16 82 $195,000 $115,719 Source: ISBE

Feature Story

National Salary Trends Mirror Illinois’ AASA, the School Superintendents Association, conducts an annual survey tracking “the demographics, salary, benefits and other elements of the employment contracts of school superintendents throughout the country.”

Its most recent findings noted “the median base salary distributed by district enrollment ranged from $96,750/$94,000 (male/female) for the smallest districts to $260,000/$259,892 (male/female) for superintendents serving in the largest enrollment school districts. All positions, from superintendent to teacher, show that salaries increase relative to district enrollment size as well as slight increases over previous years.”

AASA’s survey had 1,433 responses representing all 50 states; 91 of those responses, the most of any state, came from Illinois. Two years ago, the Journal’s report on state administrator salaries included an analysis of salaries by gender. With 2016 data, male superintendents continue to outnumbered female superintendents 646-233. A female had the highest superintendent salary and the average salary for females was, slightly, higher than for males. That same year, the median salary for males increased by $2,385 and the median salary for females decreased by $2,601.

Nationally, the most recent statistics from the AASA survey bear out the Illinois data. Male respondents outnumber female 1,068 to 323 and “little discernible difference between genders in reported salaries.”

These results, plus a look at systems of evaluation and examinations of benefits, add depth to AASA’s salary analysis, which presents base salary for superintendents pegged to the number of students in their districts, and compares it to building administrators and teachers.

Data from other states provide a few notable comparisons to Illinois. Note that each state has different requirements for attaining the position of superintendent, as well as for what data is reported and collected.

For 2017-2018 superintendent salaries, the Texas Education Agency lists 1,027 traditional school district

superintendents, with student populations ranging from 12 to 214,175. Taking away the part-time superintendents leaves 941, with an average base salary of $142,852. Texas’ full-time superintendents at the 90th percentile earn $229,975; at the 50th percentile earn $123,000; $100,409 at the 25th and $90,000 at the 10th percentiles.

In New Jersey, a law passed in Summer 2019 removed a $191,584 salary cap for most school superintendents. The law imposes no salary limit but sets guidelines to manage benefits and bonuses.

Like Illinois, the California Department of Education offers statistics based on type and size. Average salaries for California elementary school districts range from $124,686 for the smallest districts (fewer than 1,000 students) to $224,581 for the largest (greater than 5,000 students). California high school superintendents averaged $138,074 for small and $241,221 for large. Unified (K-12) district superintendents in California average $136,125 for the smallest range (under 1,500 students) to $275,796 for the largest (over 20,000 students).

Pennsylvania’s 2017-2018 full-time superintendent salaries range from a low of $75,000 to a high of $319,749. Pennsylvania also lists salary per student; these range from about $2 (in Philadelphia, by far the state’s largest district in terms of population) to over $400 (one of the state’s smallest districts).

As the authors note in the Journal’s Illinois administrative salaries pieces, there are many ways to look at these numbers and apply for consideration those that are most applicable and relevant to your local district’s situation.  Theresa Kelly Gegen

September/October 2019  17

Feature Story

Not the Same

Principal, Assistant Principal Salaries Vary by Region, District Type

By Lora Wolff and Denny Barr

D

Disparity can be defined as a lack of similarity. Anyone who grew up watching “Sesame Street,” knows the song that was played regularly on the show. The lyrics went something like, “One of these things is not like the others. One of these things is not the same. Can you tell me which of these things is not like the others by the time I finish this song?” In examining the principal and assistant principal salaries in Illinois by district type (elementary, high school, and unit) and by region (East Central, Northeast, Northwest, Southeast, Southwest, and West Central), “disparity” sums up the situation across the state.

During the 2017-2018 academic year, there were 3,560 full-time principals with 556 part-time principals (0.1-0.89 full-time equivalent or FTE) (see Table 1). To arrive at the most accurate comparisons, only the full-time principals were utilized for the data analysis. Additionally, the five principals from the Illinois Department of Juvenile Justice were excluded from the analysis due to their specialized circumstance.

In examining principal salaries from 2014 through 2018, the average salary increased each year as did the median salary (see Table 2). Average salary increased by just over $10,000 in the five-year period, and the median salary increase by $8,600. There

was some fluctuation in the high salaries with 2017 having the highest principal salary of $238,007.

Looking at principal salaries by district type, unit districts, with 2,307, had the largest number of principals, followed by elementary

Table 1: Principal Salaries

Principal Population 2018 Type Full-time Principals (FTE 0.9 or higher) Part-time Principals (FTE 0.1 to 0.89) Illinois Dept. of Juvenile Justice Principals

Number Reported 3,560 556 5

All Illinois Principals *Only full-time principals are utilized in this analysis.

Source: ISBE

Table 2: Principal Salaries

Base Salary Comparison, 2014 through 2018 Year Number High Average % Change Median

Reported Salary Salary of Average 2014 to 3,850 $214,096 $99,175 $97,294 2015 3,090 $211,826 $100,521 1% $98,326

2015 to 3,909 $211,826 $100,521 $98,326 2016 3,841 $224,535 $100,656 0% $99,306

2016 to 3,841 $224,535 $100,656 $99,306 2017 3,724 $238,007 $102,253 + 1.6% $101,038

2017 to 3,724 $238,007 $102,253 $101,038 2018 3,560 $210,000 $109,273 +4.5% $105,900 Principal data with FTE of 0.9 or higher are included in the analysis.

Source: ISBE

18  Illinois School Board Journal

4,121

district principals at 1,105 and high school district principals at 148 (see Table 3). The highest principal salary of $210,000 was earned by a unit district principal. However, and notably, unit district principals also had the lowest salary ($33,175), the lowest average salary ($106,916), and the lowest median salary ($95,410). High school principals had the highest average salary of $141,604 and the highest median salary of $143,356.

Illinois regions as reported in this data indicate the more significant disparities (See Figure 1). The Northeast region reported 2,145 full-time principals with the five other regions ranging from 173 principals to 368 (see Table 4).

That highest salary of $210,000 was earned by a Northeast region principal. The Northeast region also had the highest average, $121,772, and median, $121,062, salaries.

The lowest average of $83,447 and lowest median of $83,000 were in the Southeast region. The difference from the highest to lowest average salary among regions was just over $38,000.

Table 5 presents the salaries by district type (elementary, high school, and unit) and also breaks down the numbers by each region.

Elementary District Principal Salaries

A total of 1,105 principals work in elementary districts, with 82% located in the Northeast region.

This distribution makes sense with the larger number of elementary districts in the Northeast region.

The high salary of $187,899 and highest average salary of $114,561 were in the Northeast region.

Table 3: Principal Salaries

By District Type District High Average Low Median Type Number Salary Salary Salary Elementary 1,105 $187,899 $109,862 $36,000 $108,812 High School 148 $205,818 $141,604 $71,261 $143,356 Unit 2,307 $210,000 $106,916 $33,175 $95,410

All Districts

3,560

$210,000 $109,273

$33,175 $105,900

Principal data with FTE of 0.9 or higher are included in the analysis.

Source: ISBE

Table 4: Principal Salaries

By Region

High Average Low Median Region Number Salary Salary Salary East Central 305 $146,789 $88,300 $51,000 $86,548 Northeast 2,145 $210,000 $121,772 $44,822 $121,062 Northwest 368 $150,332 $94,918 $50,000 $93,742 Southeast 173 $120,601 $83,447 $48,175 $83,000 Southwest 229 $154,462 $92,736 $36,000 $91,800 West Central 340 $134,997 $109,255 $33,175 $87,661 Principal data with FTE of 0.9 or higher are included in the analysis.

Source: ISBE

High School District Principal Salaries

The highest principal salary of $205,818 for the 112 reporting high school districts was also in the Northeast region; as was the highest average salary ($152,747) and highest median salary ($153,985).

The lowest principal salary in high school districts was in the Southeast region, $111,647. The East Central region had the lowest average salary of $94,500 and lowest median of $94,041. It is important to note that when reviewing the high school districtsâ&#x20AC;&#x2122; salaries, five of the six regions had 11 or fewer full-time principals.

Unit District Principal Salaries

A total of 2,307 principals worked full-time in unit districts

Figure 1

Regions: Regions: EC/East Central EC/East Central NE/Northeast NE/Northeast NW/Northwest SE/Southeast NW/Northwest SW/Southwest WC/West Central SE/Southeast SW/Southwest WC/West Central

September/October 2019 ď&#x20AC;ź 19

Table 5: Principal Salaries

By District Type and Region

Number High Average Low Median Elementary Districts Reporting Salary Salary Salary

East Central 17 $112,956 $89,912 $64,500 $90,741

Northeast 908 $187,899 $114,561 $44,822 $115,000

Northwest 62 $127,657 $89,475 $58,878 $115,587

Southeast 22 $112,717 $87,407 $53,972 $93,680

Southwest 46 $120,460 $90,455 $36,000 $93,243

West Central 50 $115,566 $112,468 $57,913 $77,250 Total Elementary 1,105 $187,899 $109,862 $36,000 $108,812

High School Districts

East Central 6 $117,011 $94,500 $71,261 $94,041

Northeast 112 $205,818 $152,747 $89,115 $153,985

Northwest 11 $150,332 $113,634 $91,481 $109,944

Southeast 5 $111,647 $96,667 $80,000 $98,133

Southwest 8 $154,463 $99,268 $87,720 $113,280

West Central 6 $117,929 $106,253 $91,800 $108,909 Total High School 148 $205,818 $141,604 $71,261 $143,356

Unit Districts

East Central 282 $146,789 $88,071 $51,000 $77,080

Northeast 1,125 $210,000 $124,509 $59,941 $127,327

Northwest 295 $135,148 $95,349 $50,000 $94,500

Southeast 146 $120,601 $82,397 $48,175 $80,874

Southwest 175 $147,365 $92,365 $52,000 $91,758

West Central 284 $134,997 $89,526 $33,175 $88,740 Total Unit 2,307 $210,000 $106,916 $33,175 $95,410 Principal data with FTE of 0.9 or higher are included in the analysis.

Source: ISBE

Table 6: Assistant Principal Salaries

Assistant Principal Population 2018 Type Full-time Assistant Principals (FTE 0.9 or higher) Part-time Principals (FTE 0.1 to 0.89) All Illinois Assistant Principals

Number Reported 2,313 204 2,417

Assistant principal data with FTE of 0.9 or higher are included in the accompanying analysis.

Source: ISBE

with almost half of them serving in the Northeast region. The Northeast region had the high salary of $210,000, highest average salary of $124,509, and highest median salary of $127,327. There was a difference of over $89,000 from the largest high salary and the smallest high salary across the regions. The Southeast 20 ď&#x20AC;ź Illinois School Board Journal

region had the lowest average salary of $82,397. The low principal salary for unit districts was in the West Central region ($33,175) with the lowest median salary ($77,080) in the East Central region.

In examining the high, average, and median salaries a few generalizations can be made: Principals

in the Northeast region had the high salaries, highest average salaries, and except for the elementary district principals, the highest median salary. The East Central region and the Southeast region had the lowest salaries in high salary, average salary, and median salary categories.

Assistant principals

This is the first year that data for assistant principal salaries were analyzed. As depicted in Table 6, Illinois had 2,417 assistant principals during the 2017-2018 school year with 2,313 serving in a fulltime capacity (FTE 0.90-1) with

Table 7: Assistant Principal Salaries

By District Type District High Average Low Median Type Number Salary Salary Salary Elementary 598 $152,670 $82,856 $28,655 $84,187 High School 320 $197,071 $67,021 $120,719 $112,000 Unit 1,395 $156,271 $91,813 $29,950 $88,203

All Districts

2,313

$197,071

$93,497

$28,655

$88,286

Assistant principal data with FTE of 0.9 or higher are included in the analysis.

Source: ISBE

Table 8: Assistant Principal Salaries

By Region

High Average Low Median Region Number Salary Salary Salary East Central 143 $123,742 $73,696 $30,000 $71,750 Northeast 1,699 $197,071 $98,460 $28,697 $95,509 Northwest 149 $128,230 $83,486 $60,000 $80,000 Southeast 60 $108,806 $75,747 $48,760 $75,801 Southwest 126 $114,927 $82,214 $50,000 $81,438 West Central 136 $129,379 $81,559 $28,655 $79,077 Assistant principal data with FTE of 0.9 or higher are included in the analysis.

Source: ISBE

Your “all-in-one” legal reference

204 part-time assistant principals (FTE 0.1-0.89).

In examining principals by district type (elementary, high school, and unit districts), the largest number of assistant principals, 1,395, served in unit districts (see Table 7). The highest salary of $197,071 for an assistant principal was noted in a high school district, as was the largest median salary of $112,000.

The greatest difference between the highest salary and the average salary for full-time assistant principals was in high school districts ($130,050).

The Northeast region, with 1,699 or 73%, had the largest number of assistant principals (see Table 8). The Northeast region had the high salary of $197,071, the highest average :salary of $98,460, and the highest median salary of

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September/October 2019  21

$95,509. The lowest average salary of $73,696 and the lowest median salary of $71,750 for full-time assistant principals were in the East Central region.

Elementary District Assistant Principals by Region

High School District Assistant Principals by Region

The vast majority, 92%, of assistant principals in elementary districts were in the Northeast region. The

The Northeast region reported 260, the largest number of assistant principals in high school districts. The Northeast also had the high salary of $197,071, the highest average salary of $128,398, and the highest mean salary of $132,362.

The East Central region had the lowest average salary of $72,921, and the Southeast region had the lowest median salary of $73,992.

“The principal and assistant principal salaries in Illinois demonstrate disparity as defined: they are not similar.”

The final breakdown of the fulltime assistant principal salaries was by type of district (elementary, high school or unit) and by region (see Figure 1 and Table 9).

highest salary of $152,670 was in the Northeast region, as was the highest average salary of $83,699. The highest median salary was in the Southeast region and was $83,600.

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22  Illinois School Board Journal

Unit District Assistant Principals

by Region

The majority of unit district assistant principals were also in the Northeast region, which also had the high salary of $156,271, the highest average salary of $98,906, and the highest median salary of $101,854. The East Central region recorded the lowest average salary of $74,383 and the lowest median salary of $71,779. The high salary for unit district assistant principals from the Northeast was higher than the principals’ high salaries in the other five regions. In some cases, the high salary in the Northeast was $110,000 higher than in other regions and the median salary was over $58,000 higher than in other regions.

This brings us full circle to the “Sesame Street” song. The principal and assistant principal salaries in Illinois demonstrate disparity as defined: they are not similar. Geography plays a part, and other factors at play include cost of living, community norms for salaries, and years of experience of the principals and assistant principals among others. The

Table 9: Assistant Principal Salaries

By District Type and Region

Number High Average Low Median Elementary Districts Reporting Salary Salary Salary

East Central 7 $75,467 $62,007 $57,783 $57,783

Northeast 553 $152,670 $83,669 $28,970 $82,190

Northwest 11 $103,304 $78,076 $65,000 $75,455

Southeast 9 $89,198 $77,460 $56,114 $83,600

Southwest 12 $91,250 $72,505 $62,500 $71,118

West Central 6 $93,088 $69,801 $28,855 $75,632 Total Elementary 598 $152,670 $82,856 $28,970 $84,187

High School Districts

East Central 8 $87,290 $72,921 $59,089 $74,037

Northeast 260 $197,071 $128,398 $60,770 $132,362

Northwest 18 $125,250 $89,823 $67,398 $92,649

Southeast 10 $99,067 $75,935 $64,879 $73,992

Southwest 17 $114,927 $98,674 $78,933 $96,725

West Central 7 $103,742 $87,030 $82,086 $84,050 Total High School 320 $197,071 $120,719 $67,021 $112,000

Unit Districts

East Central 128 $123,742 $74,383 $30,000 $71,779

Northeast 886 $156,271 $98,906 $33,812 $101,854

Northwest 120 $128,230 $83,030 $60,000 $79,623

Southeast 41 $108,806 $75,326 $48,760 $77,500

Southwest 97 $110,450 $80,530 $50,000 $81,299

West Central 123 $129,379 $91,780 $29,550 $79,077 Total Unit 1,395 $156,271 $91,813 $29,950 $88,203 Assistant principal data with FTE of 0.9 or higher are included in the analysis.

Source: ISBE

data relating to these and other factors were not available to us and as such, those factors are out of the purview of this analysis.

And yet, as we imagined folks reading this article, some probably thought of more modern lyrics by Kyle, “Not the same, we are not the same. Not the same, we are not the same!”

Authors’ notes

From 1995 to 2007, researchers at Western Illinois University collected and compiled data on the salaries of district superintendents and principals in Illinois.

The Illinois School Board Journal

published a study of that voluntarily submitted data. With the introduction of mandatory reporting of administrator salaries, the data was unavailable for several years. In 2014, the Illinois State Board of Education made its data available to researchers. Since then, the series has resumed. The full series and resources associated with this article are available via the Journal resources page at blog.iasb. com/p/journal-resources.html.

Thanks to Jackie Matthews, ISBE Director of Media and External Communications and ISBE’s data analysis division for

providing the raw data. Thanks to Jordan Arndt and Karolyn Ericksen, graduate assistants at Western Illinois University, for sorting the data.  Lora Wolff, Ph.D., is an associate professor of Educational Leadership at Western Illinois University and was previously superintendent for Keokuk Community Schools in Iowa.

Denny Barr, Ed.D., is an assistant professor of Educational Leadership at Western Illinois University and the graduate program coordinator for the M.S.Ed. in Educational Leadership and principal endorsement programs in the Educational Studies Department.

September/October 2019  23

Over 100 panel sessions on education topics, including: • Best Practices for Governance and Leadership, Transportation, Facilities, and Technology

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classical violinist

Saturday: MATT MAYBERRY

former NFL linebacker

#ILjac19

Sunday: KELSEY TAINSH

brain tumor survivor

Pre-Conference Workshops Friday, November 22, 2019 Professional development focused on school board leadership.

Full-Day Workshops: • Professional Development Leadership Training (PDLT) and Performance Evaluation Reform Act (PERA) Training for School Board Members • Basics of Governance • Leading Leaders: The Job of Board President

Half-Day Workshops: • Attention Pays • Balancing Effective Governance and Transparency: Advanced Issues • Equity: An Educational Imperative • School Finance for Board Members • The Happiness Advantage

All Pre-Conference Workshops are a part of the LeaderShop Academy program.

Additional registration fees apply.

s PluAdditional learning programs such as • Administrative Professionals’ Program • School Safety and Security Seminar* • Illinois Council of School Attorneys Annual Seminar* *Additional registration fees apply.

Details and registration available at www.iasb.com/jac19

ICYMI

Aspiring Superintendents

By David Norman Moderator: Thomas Leahy, Director of Executive Searches for IASB Presenters: Richard Voltz, Associate Director for Professional Development, IASA; Dave Love, Consultant; Jim Helton, Consultant; Catherine Finger, Consultant; and Tim Buss, Consultant, Executive Searches, IASB

T

This Aspiring Superintendents panel session from the 2018 Joint Annual Conference focused on individuals who are actively applying, or planning to apply, for vacant superintendent positions, especially those new to the position. The panelists work with boards of education in the process of searching for and hiring superintendents.

The panelists discussed the resources available for individuals

ICYMI (In Case You Missed It) is a feature in Journal, sharing panel reports from the 2018 Joint Annual Conference.

Reporters are participants in the Educational Administration Intern program.

ICYMI

26 ď&#x20AC;ź Illinois School Board Journal

looking to enter the superintendency. These include one-day seminars that take place in the Chicago suburbs and central Illinois, as well as week-long workshops. Each of these professional development seminars prepares individuals to apply for a superintendency and to understand what to expect.

IASA Associate Director for Professional Development Richard Voltz discussed concepts that individuals should be thinking about as they apply for superintendent positions. First, candidates should be themselves and not look to conform to a persona they believe the district is looking for. Should you get the position, Voltz advised, you will eventually go back to your true self, so be sure that the person you are presenting is an accurate reflection of who you are as a leader and as a person. Second, the easiest superintendent position a candidate will get is the first one. This is because first-time candidates are able to tell

their current employers that they are looking without an existing board/superintendent relationship.

A candidate choosing to go for a second position must first understand the potential impact of the application process and carefully balance the relationship with the current BOE. The process followed by IASB is confidential until candidate names are provided to the board of education that is searching for a superintendent. Their process does involve asking the BOE to keep names confidential, but once it gets narrowed to a few candidates it is no longer confidential, because at this point in the process, references must be contacted.

Candidates do own their work by taking responsibility for decisions, whether they are good, bad, or ugly. In superintendent searches, as in life, being accountable to yourself is important, because you are also accountable to stakeholders.

Although IASB asks that boards be cautious about Googling candidates, this does happen. Owning your history is an important attribute of a candidate.

Candidates who apply for positions should, as best they can, understand the ramifications of the position on their lives. Should you get to the final round, be ready to accept the position. Panelist Thomas Leahy suggested candidates complete a self-assessment, including where you and your family are with taking on the role of a superintendent. This should include a willingness to relocate, understanding the impact on your family, and fully preparing to be invested in the position that will likely take considerably more time than the one you are currently in.

In interviews, candidates should have questions ready, especially for the second interview. The first is typically run by the board and they may or may not offer an opportunity for questions. Regardless, be prepared to discuss the direction you hope to take and how you will lead the district there. BOEs do not want to hear about your current place of work, they want to know how you will fit in their district. Think about your materials, how will you tell your story, and how can you help this district reach your vision. If you really want to be in that district, prepare, plan, and do your homework on the district itself.

When you get that first position, a district is going to pay you more than the residents within the district expect, and more than most residents make. You should not apologize for that. Superintendents need to understand and ensure they

are being compensated correctly and appropriately. The panelists recommended that candidates contact

be analyzed closely. So, act honestly, truthfully, ethically, and with conviction at all times. 

“In superintendent searches, as in life, being accountable to yourself is important, because you are also accountable to stakeholders.”

IASA for help with understanding and negotiating salary, fringe benefits, and contract language.

Boards of education require, and candidates need to keep in mind, that everything a person does as a superintendent is going to

David Norman is Assistant Principal of Student Services for St. Charles North High School in St. Charles CUSD 303 and a participant in the Educational Administration Intern program at the 2018 Joint Annual Conference.

DIVISION MEETINGS Invest one evening, gain benefits throughout the year for yourself, your school board, and your district.

R

Field Services

Attend an IASB Division Meeting at a location near you! Division Meetings provide

opportunities for networking, professional development, peer recognition, participation in Association governance, and learning about IASB resources.

Mark your calendars now!

Visit www.iasb.com for a complete list of events and locations.

September/October 2019  27

Practical PR

The Value of Analog Connections in a Digital Age

By Ryan McPherrin

T

The proliferation of social media and electronic communications has become extraordinarily important, with relatively inexpensive (or free) tools that help school districts share key messages with their communities and give stakeholders a peek inside their schools. However, it is crucial to remember additional methods to reach stakeholders, especially those who may not be as plugged in. Frankly, some of these individuals will not follow your social media presence no matter how compelling the content.

Analog communications remain important to Bloomingdale-based CCSD93’s communications efforts.

CCSD93 is an elementary school district that serves a diverse community of approximately 3,600 students in preschool through eighth grade from Carol Stream, Bloomingdale, and Hanover Park. The district has an Early Childhood Center, six elementary schools, and two middle schools. CCSD93’s mission is to strive to maximize the academic, social, and emotional potential of each student.

Three analog communications methods that have remained pillars of CCSD93’s communications and community outreach strategies are: • Creating opportunities to connect students with community members for real-world teaching and learning experiences

28  Illinois School Board Journal

• Working with newspapers to cover school and district news and events • Sending community newsletters through postal mail Mailed community newsletters may seem outdated, and with more expense for printing and postage than social media or email newsletter platforms, they’re easy line-items for districts to cut to save money.

Similarly, with the increased need for school districts to do more with less, making connections within the community and working with local newspapers may seem like an afterthought. The problem with these lines of thinking, however, is that data bears out that these methods of communication are our most effective, and in some cases only, way to reach many stakeholders.

CCSD93 contracts with a telephonic polling company every three years to survey its community on a variety of issues. This enables the district to gain information (typically accurate within +/- 5%) on perspectives of its most prevalent, but hardest to gauge, stakeholder group: the nearly 80% of residents who do not have children in its schools. The survey asks, “How do you get most of your information about District 93?” The first time this question was asked in 2012, the top three results were surprising. In subsequent surveys, the percentages have varied

slightly, but the order has consistently remained: • Through a direct experience with CCSD93 and/or by talking with parents or staff members associated with CCSD93 (most recently 29%) • By reading the newspaper (25%) • By reading CCSD93’s mailed newsletter (16%) By contrast, only 5% of those without children in CCSD93’s schools indicated their primary resource for information on CCSD93 was through electronic newsletter or social media, despite CCSD93 following best practices for each and maintaining subscription and follow numbers per pupil above industry average. Of course, these numbers will vary by district and community, but CCSD93’s survey results strongly suggest that placing all communications eggs into the digital basket will leave many, and likely the majority, of any school district’s community members in the dark about the great teaching and learning occurring there.

These results have caused CCSD93 to focus more on these three communications methods than it otherwise would have.

To give more stakeholders-without-students direct experiences with the school and district, we have worked to consider creative ways to connect them with students to

witness, experience, and contribute to a modern education for students in CCSD93. With a primary strategic plan goal calling on CCSD93 to provide a relevant education for all students, making these connections has been a natural fit. A few examples that have proven successful and could easily translate to any number of school districts have been: • Working with the chambers of commerce and nearby manufacturers to have local industry leaders teach the latest design thinking strategies to eighthgrade students involved in a “Shark Tank” style competition, inviting those local leaders to serve as judges of the competition, and having students take field trips to these manufacturing facilities.

• Inviting leaders from a variety of fields and local universities to share their experiences and interact with students by participating in career and college/ post-secondary days.

• Collaborating with a local retirement community to send volunteer elementary and middle school students to help retirees with their technology needs every two weeks throughout the school year.

Each of these opportunities helps our students, and in some cases our stakeholders, to learn and grow. Each provides an experience reflective of CCSD93’s mission, vision, values, and strategic plan to a respected member of our community. This person walks away with a positive experience with the district, and they are likely to share that with others, which has been statistically proven to be invaluable to CCSD93.

Despite print media maintaining a steady decline, CCSD93’s community survey data bears out that our residents, particularly those older than 65 (37%), still do seek information about the district from newspapers. A few methods to consider to maintain coverage despite newsrooms continuously covered by skeleton crews are: • Inviting newly assigned reporters to sit down with a communications official and/or the superintendent to share key background about the district and create an open working relationship.

• Sending news releases, media advisories, or personal emails and calls to local reporters and editors about not only major announcements and events, but also innovative lessons or student achievements.

• Working with media contacts to print a “message from the superintendent.” Offering your highest-profile contact exclusivity on the piece and writing it as an easily digestible listicle that avoids difficult-to-follow education jargon.

While printed newsletters are certainly the most costly of the methods considered here, they also enable the greatest opportunity for you to reach a mass audience with a consistent message. If your community is like CCSD93’s, more than 75 percent of your residents pay taxes to help you educate students, but don’t currently have students in your classrooms. These individuals deserve to hear from you about the terrific teaching and learning opportunities happening in your classrooms.

In 2018, CCSD93 residents were asked how often they would

like to receive mailed communications from the school district, and 87% responded with one of these responses: once (30%), twice (23%), three times (20%), or more than three times per year (14%).

Only 9% did not wish to receive a mailed newsletter. Again, these numbers will vary from community to community, but our data indicate that community newsletters are the method of communication that stakeholders desire. If your district has never sent direct mailers, or hasn’t done so in a while, be sure to work with your local printer or post office to secure the best mailing rates by sending the piece via postal carrier route and not direct recipient addresses.

Of course, since their advent, electronic communications and social media platforms have been and will continue to be extremely important tools for school districts to share messages and further brand images within their communities.

But as this progress occurs, it’s crucial that we still use data to help us reach our stakeholders in ways they’re most likely to be reached.  Ryan McPherrin is the Director of Communications for Community Consolidated School District 93 and served as the President of the Illinois Chapter of the National School Public Relations Association (INSPRA) in 2017-18.

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

September/October 2019  29

Service Associates Directory Appraisal Services INDUSTRIAL APPRAISAL COMPANY Building and fixed asset appraisals for insurance and accounting purposes. Oak Brook 630/575-0280

Architects/Engineers ARCON ASSOCIATES, INC. Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture, and environmental consulting. Lombard 630/495-1900; www.arconassoc.com; rpcozzi@arconassoc.com BERG ENGINEERING CONSULTANTS, LTD. Consulting engineers.

Schaumburg 847/352-4500; www.berg-eng.com BLDD ARCHITECTS, INC. Architectural and engineering services for schools. Decatur 217/429-5105; Champaign 217/356-9606; Bloomington 309/828-5025; Chicago 312/829-1987 CANNONDESIGN Architecture, interiors, engineering, consulting. Chicago 312/332-9600; www.cannondesign.com; sbrodsky@cannondesign.com CORDOGAN CLARK & ASSOCIATES Architects and engineers.

Aurora 630/896-4678; www.cordoganclark.com; rmont@cordogan clark.com DEWBERRY ARCHITECTS INC. Architects, planners, landscape architecture, and engineers.

Peoria 309/282-8000; Elgin 847/695-5840 DLA ARCHITECTS, LTD. Architects specializing in preK-12 educational design, including a full range of architectural services, assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services.

Itasca 847/742-4063; www.dla-ltd.com; info@dla-ltd.com DLR GROUP Educational facility design and master planning. Chicago 312/382-9980; dlrgroup.com; mengelhardt@dlrgoup.com

30  Illinois School Board Journal

ERIKSSON ENGINEERING ASSOCIATES, LTD. Consulting civil engineers and planners.

Grayslake 847/223-4804; Chicago 312/463-0551; Mokena 708/614-9720; www.eea-ltd.com; geriksson@eea-ltd.com FGM ARCHITECTS, INC. Architects. Chicago 312/942-8461; Oak Brook 630/574-8300; O’Fallon 618/624-3364; St. Louis 314/439-1601; www.fgmarchitects.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 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

THE GARLAND COMPANY Complete building envelope solutions to extend the life of existing building assets (walls, roofing, waterproofing, sealants, and floors) Facility Asset Management programs and U.S. Communities Vendor.

Cleveland, Ohio 815/922-1376; www.garlandco.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

GREENASSOCIATES, INC. Architecture/construction services.

Deerfield 847/317-0852, Pewaukee, Wisconsin 262/746-125

RICHARD L. JOHNSON ASSOCIATES, INC. Architecture, educational planning.

Rockford 815/398-1231; www.rljarch.com

HEALY, BENDER & ASSOCIATES, INC. Archi­tects/planners.

Naperville 630/904-4300; www.healybender.com; dpatton@healybender.com

SARTI ARCHITECTURAL GROUP, INC. Architecture, engineering, life safety consulting, interior design, and asbestos consultants. Springfield 217/585-9111

HURST-ROSCHE, INC. Architecture, engineering, planning, and interior design. Hillsboro 217/532-3959; East St. Louis 618/398-0890; Marion 618/998-0075; Springfield 217/787-1199; dpool@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; St. Charles 630/444-2112; www.larsondarby.com; snelson@larsondarby.com

PERKINS+WILL Architects. Chicago 312/755-0770

STR PARTNERS Architectural, interior design, planning, cost estimating, and building enclosure/ roofing consulting.

Chicago 312/464-1444 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 WIGHT & COMPANY For over 77 years, Wight & Company has provided design and construction services for the built environment. As a pioneer of integrated Design & Delivery, we’ve worked with our clients to create exceptional, enduring buildings and spaces that enrich people’s lives and enhance the environment; Darien 630/969-7000; www.wightco.com; bpaulsen@wightco.com WM. B. ITTNER, INC. Full service architectural firm serving the educational community since 1899.

Fairview Heights 618/624-2080

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 CORE CONSTRUCTION Professional construction management, design-build, and general contracting services. Morton 309/266-9768; COREconstruction.com 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 773/444-1525-3535; www.fhpaschen.com FREDERICK QUINN CORPORATION Construction management and general contracting. Addison 630/628-8500; www.fquinncorp.com HOLLAND CONSTRUCTION SERVICES, INC. Full service construction management and general contracting firm specializing in education facilities.

Swansea 618/277-8870 NICHOLAS & ASSOCIATES, INC. Construction management, general contracting, design and build.

Mt. Prospect 847/394-6200 info@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

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; judd.presley@smwilson.com TRANE HVAC company specializing in design, build, and retrofit.

Willowbrook 630/734-6033

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 SONITROL GREAT LAKES Verified electronic security.

Northbrook 847/205-0670; www.sonitrolverified.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 Britni Beck at bbeck@iasb.com.

Consulting DECISIONINSITE, LLC DecisionInsite provides the nation’s school district leaders with the technology, enrollment forecasts, and expertise they need to understand how enrollment impacts their district.

Irvine, California 877/204-1392 ROOM READY Highly qualified audiovisual specialists who specialize in removing the complexity and ensuring that your audiovisual installations just work, both today and in the future.

Normal 309/261-3794

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 CTS GROUP 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; www.ctsgroup.com; rbennett@ctsgroup.com

ENERGY SYSTEMS GROUP A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca 630/773-7201; smcivor@energysystemsgroup.com GCA SERVICES GROUP Custodial, janitorial, maintenance, lawn and grounds, and facility operations services. Downers Grove 630/629-4044 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 HONEYWELL, INC. Controls, maintenance, energy management, performance contracting, and security. St. Louis 314/548-4136; Des Plaines 847/770-5496; Maryland Heights, Missouri 314/5484501; Doc.Kotecki@Honeywell.com; Kevin.Bollman@Honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. Asbestos and environmental services.

Bloomington 309/828-4259

September/October 2019  31

Service Associates Directory Environmental Services continued from previous page

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@opterraenergy.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. 630-325-4443/800-244-4242. www.radondetection.net; KirstenS@radondetection.net

Financial Services AMERICAN FIDELITY ASSURANCE COMPANY Specializing in Section 125 compliance, 403(b) plan administration, flexible spending accounts, health savings accounts, dependent audits, and health care reform. Fairview Heights 855/822-9168 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; Chicago 312/281-2014; rvail@bernardisecurities.com

(continued)

BMO HARRIS BANK BMO Harris Bank’s experienced specialists can help you build a sound strategy to help close budget gaps, manage dayto-day cash flow and maximize your resources. Chicago 312/461-7895

WINTRUST FINANCIAL Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont 630/560-2120

FIRST MIDSTATE, INC. Bond issue consultants.

Bloomington 309/829-3311; paul@firstmidstate.com

Grounds and Maintenance

GORENZ AND ASSOCIATES, LTD. Auditing and financial consulting.

Peoria 309/685-7621; www.gorenzcpa.com; tcustis@gorenzcpa.com 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 MATHIESON, MOYSKI, AUSTIN & CO., LLP Provides audit, consulting and other related financial services to Illinois school districts, joint agreements and risk pools.

Wheaton 630/653-1616 SPEER FINANCIAL, INC. Financial planning and bond issue services. Chicago 312/346-3700; www.speerfinancial.com; dphillips@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

NELS JOHNSON TREE EXPERTS Full service tree maintenance and plant health company. Evanston 847/475-1877

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

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

Insurance MEEMIC INSURANCE For over 66 years, Meemic has offered auto, home, and umbrella insurance products tailored specifically for the educational community.

Auburn Hills, Michigan 856/495-9041 THE SANDNER GROUP Insurance program management, marketing & claims services for workers’ compensation, property & liability.

Chicago 800/654-9504

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

Wood Dale 630/694-8800

Superintendent Searches ECRA GROUP & HYA Superintendent searches, board and superintendent workshops. Schaumburg 847/318-0072

ADVANCING PUBLIC EDUCATION IASB Service Associates provide quality products and services for schools. Membership is by invitation only. A list of Service Associate firms is on the IASB website and in this Journal.

32  Illinois School Board Journal

Milestones

Continued from page 34

Nancy Froelich, 88, died July 17, 2019. She was a school board member for Gridley schools from 1959 to 1970 and served on the Board of Governors of State Colleges and Universities, the IBHE Citizens’ Advisory Board and the Illinois State University Board of Trustees. She was also a member of the McLean County Board from 1981 to 1992.

Robert L. Garber, 94, died July 18, 2019. He was on the school board and served as president for Metamora THSD 122.

Robert S. Gleason died July 27, 2019. He served as a school board member for Westmont CUSD 201.

Rosemary Grier, 87, died July 23, 2019. She served three terms on the Mt. Prospect SD 57 Board of Education.

Dorothy Joan Heller, 88, died July 24, 2019. She had served on the Mattoon CUSD 2 school board.

Gary B. Hurt, 77, died July 12, 2019. He served eight years on the West Aurora USD 129 school board.

Melvin K. Ihnen, 85, died May 29, 2019. He had served as a member of the school board for Central CUSD 3 in Camp Point.

Jack L. Moore, 86, died July 10, 2019. He served on the Knoxville CUSD 202 Board of Education and was the Gilson postmaster for 33 years.

Alfred Charles Mor, 93, died June 24, 2019. He had served on the Arcola CUSD 306 school board.

Peter J. Nussbaum, 94, died June 13, 2019. He was a former Wilmette SD 39 school board member.

Burt Ringquist, 84, died July 10, 2019. He was a principal in the Moline and Quincy school districts for many years and worked with the National Association of Secondary School Principals on the team concept of teaching. He served on the school board for Moline-Coal Valley SD 40.

William O. Sievers, 91, died July 21, 2019. He was a member of the Livingston school board for 27 years.

Patricia K. Szczeblewski, 75, died June 9, 2019. She was the first woman to hold a seat on the Sesser-Valier CUSD 196 Board of Education.

John Albert Tacker, 66, died July 1, 2019. He had served as a member of the Rockridge CUSD 300 Board of Education.

Roger Dale Thorngren, 97, died July 16, 2019. He was a newspaper editor who served on the Mt. Morris board of education.

Charles L. Weeden, 95, died May 30, 2019. He had served on the school board for Sycamore CUSD 427.

Robert Emerson Wylie, 81, died June 6, 2019. He was a member of the Carmi-White County CUSD 5 Board of Education. 

Community Engagement — essential to effective school board governance.

Community Engagement, also called public engagement or civic engagement, is the process by which school boards actively involve diverse citizens in dialogue, deliberation, and collaborative thinking around common interests for their public schools.

Learn more about why it’s important, what it looks like, and how school boards do this work.

Consider an in-district workshop facilitated by IASB staff to bring this work to your board and district.

Contact your IASB field services director for more information.

Springfield - 217/528-9688 Lombard - 630/629-3776

Field Services

September/October 2019  33

Milestones

Achievements Audrey Adamson, a member of t he Moline-Coal Valley SD 40 Board of Education, was recently honored with a Governor’s Volunteer Service Award for her work with the Moline Girl Scouts.

Active with multiple organizations, for the Girl Scouts she served as the service unit coordinator, providing guidance and resources to troop leaders. She is the assistant director for student services, including career development, counseling, and disability resources for Western Illinois University-Quad Cities. The Serve Illinois Commission on Volunteerism and Community Service presents the annual Governor’s Volunteer Service Awards to recognize individual volunteers and to highlight the importance

of volunteerism and community service in the State of Illinois.

Paul Shannon, a member of the Westville CUSD 2 school board, was added to the Wall of Honor at Kenneth D. Bailey Academy in Danville. An accompanying dedication ceremony honored Shannon and two other veterans for their service.

Shannon joined the Army at age 17 and served in the Vietnam War, as a helicopter mechanic, specialist, and crew chief. He was wounded during one of 42 air combat missions he flew and was awarded the Purple Heart. Upon concluding his military career, he returned to his home in the Danville area, where he is active in veterans outreach and the American Legion Post 53.

Don Ha r r i s w a s recent ly na med the recipient of the US TA / M id we s t Section Mel Bergman Award, in recognition of service to the association. Harris, currently president of the Ottawa THSD 140 Board of Education, played tennis there and for Bradley University and has volunteered for the USTA/Midwest Section of Illinois, Indiana, Michigan, Ohio, and Wisconsin ever since, including serving as the president, CEO, treasurer, and liaison to various national committees. He has worked with the USTA at the national level. Harris is chairman of First Ottawa Bancshares, Inc. The Ottawa Tennis Association received a donation associated with the award.

In Memoriam Roy Edward Baranzelli, 76, died July 30, 2019. He had served on the Edinburg CUSD 4 school board, including time as president.

Orville LeeRoy Behymer, 90, died July 26, 2019. He was previously a member of the Brown County CUSD 1 Board of Education.

Bessie Borgra, 80, died June 7, 2019. She was the first woman elected to the Edwards County CUSD 1 school board and wrote a local newspaper column, “Buzzing with Bess.”

Carol Ann Bundy, 79, died June 22, 2019. She was a teacher for 40 years and served on the board for the Savanna school district.

Kenneth H. Busch, 83, died June 18, 2019. A lifelong farmer, he served 34  Illinois School Board Journal

on the Lostant CUSD 425 Board of Education.

John Carey, 87, died July 10, 2019. He had served as a member of the CCSD 146 (Tinley Park) Board of Education.

H. Russ Chambers, 71, died July 7, 2019. He had served as a member of the Fox Lake Grade SD 114 school board in Spring Grove.

Harry L. Cobourn, 92, died June 14, 2019. He had served as a member of the Troy CCSD 30C Board of Education.

Robert Parker Coffin, 101, died June 13, 2019. He served on the Long Grove Kildeer School Board and was Long Grove’s “volunteer mayor” for 22 years.

Ronald C. Conner, 67, died June 25, 2019. He was principal of Clinton Community High School from 1994 until 2012, served on the IHSA Board of Directors, and was at the time of his passing a member of the Clinton CUSD 15 Board of Education.

Ray Fleischer died July 2, 2019.

He was a past member and president of the school board for Skokie SD 73.5 and Niles THSD 219.

William Foster, 89, died July 1, 2019. He served on the Elmwood CUSD 322 school board from 1967 to 1976, including time as president.

Continued on page 33

Insights “… [Y]oung children have strong capacities for learning and retaining core math and science concepts. Consider … Young children can both think concretely and abstractly and use a range of scientific reasoning processes.

Even infants can reason, problem solve and test physical hypotheses by observing objects behaving in unexpected ways Early math skills (acquired between the ages of 4-6) are the strongest predictor of academic achievement at age 15 (even more so than literacy skills).

Students engaged in STEM by the time they are adolescents are more likely to pursue the field as adults.

Educating young students in STEM is a strategy that has historically been embedded within our focus on improving outcomes for P-3 students and creating a strong foundation for future learning and growth.”

— “Supporting STEM Education From Preschool to Workforce,” EdNote, the policy blog of Education Commission of the States, July 15, 2019.

“Studies have shown that teachers of color, and especially Black teachers, leave the profession at a higher rate than their white peers… one barrier in particular — the unequal student loan debt that educators of color face — may contribute to the lack of diversity in the teaching profession.

For teachers, that means entering a profession that requires significant education but does not compensate well compared with other professions. This is called a pay penalty, meaning teachers do not receive a salary comparable to those of workers in other professions that require the same level of education.”

poorly on the school districts. The numbers do, however, give the districts some idea of how wide of a developmental gap must be bridged ... This type of study doesn’t strive for perfection in its measurements, but it does succeed in identifying problems with the way we approach early childhood education, both locally and at the state level.”

— “OUR VIEW: KIDS survey should be launching pad for change,” Editorial Board, The Ottawa Times, July 19, 2019

— “Student Debt: An Overlooked Barrier to Increasing Teacher Diversity,” Bayliss Fiddiman, Colleen Campbell, and Lisette Partelow, Center for American Progress, July 9, 2019.

“Many educators aren’t sold on the 40-day [KIDS] survey as an accurate indicator of district performance. Not all kids go to preschool, and because this is a measurement of what students knew coming in, it’s unfair to have this survey reflect

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www.iasb.com September/October 2019  35

NON-PROFIT PRST STANDARD US POSTAGE PAID ILLINOIS ASSOCIATION OF SCHOOL BOARDS

2921 Baker Drive Springfield, Illinois 62703-5929 Address Service Requested

IASB • IASA • IASBO Joint Annual Conference | November 22-24, 2019 • Chicago

School Safety and Security Seminar November 22, 2019  Hyatt Regency Chicago The School Safety and Security Seminar will provide the latest information with presenters focusing on different aspects of school safety such as: • Resources to help school districts be more effective and strategic in their security planning.

• Learning where, how, and when to look for precursors on social media.

• Hear from the former principal of Columbine High School, who lived through the devastating Columbine tragedy and shares what’s been learned in years since.

at www.iasb.com Registration Fees: Frank DeAngelis, former principal of Columbine High School

In addition, for those registered for the Joint Annual Conference, IASB will provide nine related safety and security Panel Sessions during the Joint Annual Conference on Friday, November 22, and Saturday, November 23.

#ILjac19

Register today Half-Day School Safety and Security Seminar: $140 ($190 on-site) Includes continental breakfast Joint Annual Conference: $499 ($525 on-site)