The Illinois School Board Journal May/June 2013

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Vol. 81, No. 3

Education in other countries ...

Is it really better or just different?

P LU S : BA R G A I N I N G P E R A • S P U T N I K A N D P U B L I C E D U C AT I O N

H

and features an American who teach-

lific effect on the education program

es English as a second language in

of an entire nation is amazing,” wrote

Japan. He sees similarities but sig-

the director of research for North-

nificant differences between the

ern Illinois University in the May-

countries and their concept of pub-

June 1958 issue of The Journal. “That

ow are we doing? That’s what

lic education. While the data from

it should take some such impetus to

every well-run organization

student performance may tilt in

make a people examine carefully one

wants to know. They build this ques-

Japan’s favor, he notes that their sys-

of their most important institutions

tion into their philosophy and process,

tem is very selective and the cur-

is in some ways absurd. And yet that

so that continuous improvement is

riculum

is what has happened.”

not only possible, but so that it can

Expectations for and support of pub-

Fifty-five years later, many would

be given maximum attention and

lic education does not depend on

believe that we are stuck in a specter

weight.

local control or community val-

of permanent introspection, obsessed

The same question, however,

ues. A sidebar to this article features

more on failures than successes of

when posed by organizations that

his daughter, who is a foreign

U.S. public education.

are not well-run or accustomed to

exchange student at a high school

To help correct this apparent

refining even its best work, can be

in Nebraska. Her observations reveal

imbalance, this issue also reprints

daunting. In fact, they might even

even more about our different cul-

from the American School Board

ask additional questions, like:

tures and education values.

Journal an excellent article by the

Why; who wants to know?

Who or what are we being compared to?

tightly

controlled.

Finland’s system of public edu-

director for the Center for Public

cation has undergone significant

Education, “Ten good things about

reforms and is now considered to be

U.S. public education.” The author

Introspection can reveal much

one of the world’s modern success

acknowledges that public schools

about the strength or weakness of

stories. Two Illinois professors of edu-

have their work cut out for them,

any organization. It’s only when this

cational leadership spent several

especially as they tackle the job of

practice of soul-searching becomes

months examining the reasons for

preparing all of their students for

compulsive or fixated on finding faults

this transformation. They suggest

success after high school in this

that it becomes corrosive and self-

that a culture of innovation is the

increasingly complex 21st century

defeating. Which brings us to the

key to enabling U.S. schools to make

world. “Policymakers at the federal,

theme of this issue: comparing the

similar reforms.

state and local levels all have a role

quality of public education between the U.S. and other countries.

How long has America been fix-

to play. But the supportive involve-

ated on its potential for failure? Many

ment of the community – from one

There is no shortage of critics –

would say that it began on October

district to the next – is our strongest

both internal and external – whose

4, 1957, when Russia successfully

guarantee that the challenge will be

sole mission seems to be finding what’s

launched the first satellite into orbit.

met.”

wrong with schools in America. Nev-

The latest installment in the series

A timely feature article is also

er mind that the comparisons are

highlighting IASB’s 100-year anniver-

presented by a well-known Chicago

unfair or that the data is selective-

sary discovered numerous articles

school attorney on what to expect

ly pared to support a pre-purposed

published in this very magazine that

when bargaining PERA evaluations.

mission and message. Nonetheless,

examined the impact Sputnik had

our authors have attempted to find

on U.S. public education.

suitable sources for comparing public education systems.

Our cover story focuses on Japan,

Elsewhere in this issue, be sure to catch up on our regular features,

“That a 24-inch ball circling the

including Practical P.R., Ask the staff,

earth where no such object was to

Milestones, and the ever-popular Boil-

be seen before should have a pro-

er Room.

TABLE OF CONTENTS

COVER STORY 12 | Education in other countries …

Is it really better or just different?

An American teacher working in the Japanese education system shares his observations about the differences between the two countries.

Linda Dawson

14 | Sidebar: A Japanese student in America sees school with different eye 16 | Sidebar: How does Japan govern its schools?

20 | Can a Finnish education model yield similar success in the U.S.?

In spite of our best efforts, improvements to public education have been slow, at best.

So what is the key to Finnish educational success?

John Hunt and Sandra Watkins

FEATURE STORIES 4 | Centennial celebration …

Space race and public education follow same trajectory Sputnik 1 had an immediate and lasting impact on public education as IASB and local school districts progressed from the 1950s to the 1970s.

James Russell

6 | Bargaining PERA evaluations: What to expect at the table It’s important to start thinking about what teachers’ unions might demand when it comes to including data and indicators as a factor in rating teacher performance.

Thomas M. Melody

10 | From 1956, IASB’s thoughts on policies, rules and regulations Read what IASB’s first full-time executive director had to say on why school boards need to have written policies.

Robert M. Cole

24 | 10 good things about U.S. public education The director of the Center for Public Education reflects on what we’re doing right and where we should go next.

Patte Barth

28 | A firm foundation The urgent need for effective school boards In order for a school district to succeed during times of great challenge, it not only needs great teachers and administrators, it needs great school board members.

Robert G. Grossi

REGULAR FEATURES Boiler Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Practical PR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Ask the staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover

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Vol. 81, No. 3

ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929, telephone 217/528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 601486120, telephone 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 $18.00 per year. Foreign (including Canada and Mexico) $21.00 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. James Russell, Associate Executive Director Linda Dawson, Editor Gary Adkins, Contributing Editor Diane M. Cape, Design and Production Manager Dana Heckrodt, Advertising Manager

TOPICS FOR UPCOMING ISSUES July/August September/October

Classroom technology Suicide prevention

Cover by Corbin Design, Petersburg

BOILER ROOM

Being realistic by “Gus”

Gus, the custodian at Eastside Grammar, is the creation of Richard W. Smelter, a retired school principal, now a Chicagobased college instructor and author.

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ou know, I’m proud of our school. I think our teachers do an excellent job of preparing the students for the future. As a matter of fact, I think teachers are among the most dedicated and hardest working folks in any profession.

That’s why I get upset when I hear critics say the U.S. lags behind the school systems of other nations.

Since the current recession set in a few years back, I’m hearing these criticisms more and more…as though the critics think the schools have suddenly slacked off in their efforts just when the nation needed them most.

I ran this by Mr. Keck and, as best I can recall, the conversation went somethin’ like this.

“You know, Gus, it’s not that the teachers in foreign school systems work harder than ours do, it’s more a matter of how their school systems are set up.”

“What do you mean, boss?”

“Let’s take high school test scores.

People sometimes get bent out of shape because students in foreign schools sometimes test higher than our high-school students do. Does that mean their young people are sharper or that their teachers work

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harder? No…it’s because their school systems are set up differently than ours. Many nations have very high drop-out rates in their high schools, and some even have high drop-out rates at the elementary level. These students are not pursued by the authorities through truant officers and court orders like we do in our country, but tend to enter their blue-collar workforce. This has a marked impact on test scores. If only the cream of the crop remain in their schools, their test scores are bound to be higher than ours, for the simple reason that we make every effort to keep the poorer-performing students in the system.”

“I see.”

“In addition,” Keck continued, “let’s look at the kind of tests administered. Many other nations have highly-centralized education systems, with curriculum and teaching methodology dictated by the national government. This means their high school tests are criterion-referenced, and the questions on those tests go to the heart of what was actually taught. In the United States, every school district and every state has a different approach to learning, with subjects

being introduced at different grade levels, school districts free to design their own curriculum and methodology, etc. That’s why we can only administer normative-referenced, standardized tests to our high school population. Students tend to perform better on criterion-referenced tests than they do on standardized tests.”

“Sounds like the deck is stacked against our kids,” I responded.

“It gets worse, Gus, let me explain it this way. Schools don’t exist in a world of their own. Their main purpose is to give the students the skills they’ll need later in life, when they enter the workforce. True, we have classes in art, for instance, but that’s because we want to broaden a young person’s perspective of life, and not because we actually think they’ll grown up being professional artists.

That’s why we put a far greater emphasis on subjects like science, math, and computer education…knowledge they’ll need in any number of career paths. We do this rather well.”

“OK, I follow you so far,” I responded.

“But here is the ‘fly in the buttermilk.’ In order to prepare students for the world of work, we have to have

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

a rather accurate prediction of how many jobs, and what types of jobs, will be available in the near future.

Our students need this information before they enter college. One of the reasons the current recession has been so bad is due to students having had an unrealistic view of the number of jobs that would wind up being available when they graduated. For instance, in 1996, over 46,000 students competed for 16,200 openings in medical school, while almost 71,000 competed for 43,000 openings at law schools. How many doctors and lawyers do we need? Do we actually have a firm grip on this? Out of the students who actually got into medical and law school, and went on to graduate, how many found positions in the workforce? Maybe some of these students should have been counseled into a different career path.

Instead, many took a job for which they were already over-qualified, bumping a person who only had a high school diploma.”

“I see, Mr. Keck...sorta like the pre-recession housing market... when more “spec homes” were built than there were folks who could actually afford them.”

“That’s a good analogy, Gus.” “Do other nations prepare for the future more realistically, boss?”

“Well, some do. Let’s take Germany, for example. There are actually three different types of German high schools…the Gymnasium, that takes in the most gifted students, the Realschule that takes in a broad range of students, and the Hauptschule, which is centered on vocational training. The German government keeps a strict tab on how many jobs will be available in various careers so that high school students can be direct-

ed into the type of high school that will best serve them in the future.

Many German high school students also work as apprentices in the workforce while they attend high school, which helps to further refine their skills in a particular area. True, they may land their first full-time job much later than do American high school graduates, but they don’t need as much on-the-job training.”

“Yeah, I see. You know, Mr. Keck, they’re holdin’ auditions for our high school musical. I think it’s Oklahoma this year. I hear that over forty kids are auditioning for the four or five leading roles.”

“Well, they’d better have a backup plan, Gus…just like a college football player who has his heart set on being the star quarterback and someday playing for the NFL. You know, we teach young people that they can be anything they want to be in our society, but that’s really only a generalization. Being highly skilled is necessary, of course, but that’s only part of the equation. What we should be saying is they can be anything they want to be if it’s available. I always wanted to be a school superintendent, but there are only a relatively small number of superintendents in each state and only a finite number of positions that are actually open in any given year. Somewhere along the line, I found a certain comfort level in being a school principal, and counted myself fortunate to have gotten this far. One has to be realistic, unless you want to spend your entire life being frustrated and unemployed!”

Somehow, I can’t imagine Mr. Keck ever running around like a wet hen having some fit of frustration.

He’s too level-headed. He’d better be…after all, he’s the principal.

M AY- J U N E 2 0 1 3 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

President Carolyne Brooks

Treasurer Dale Hansen

Vice President Karen Fisher

Immediate Past President Joseph Alesandrini

BOARD OF DIRECTORS Abe Lincoln Roger Edgecombe

Lake County Joanne Osmond

Blackhawk Jackie Mickley

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Phil Pritzker

Southwestern John Coers

Cook South Tom Cunningham

Starved Rock Simon Kampwerth Jr.

Cook West Joanne Zendol

Three Rivers Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

DuPage Rosemary Swanson Egyptian John Metzger Illini Michelle Skinlo Kaskaskia Linda Eades

Wabash Valley Tim Blair Western Sue McCance Chicago Board Jesse Ruiz Service Associates Steve Larson

Kishwaukee Mary Stith

IASB is a voluntary association of local boards of education and is not affiliated with any branch of government.

3

FEATURE ARTICLE

Centennial celebration ...

Space race and public education follow same trajectory

by James Russell

James Russell is IASB associate executive director for communications.

T

he world was changing dra-

Part III — 1953-1972

matically in the twenty year

period following the end of World War II. The “Baby Boom” generation was in its infancy and all of its ramifica-

This is the third in a year-long series that will detail the history of the Illinois Association of School Boards from its inception in 1913 through its 100th anniversary on December 13, 2013.

tions were felt most in local school districts. Enrollments were bulging, as were expenses to keep up with the

articles on the subject appeared in

E. Pruitt, superintendent of Forest

staffing and construction required to

the May-June 1958 issue of The Illi-

Park Public Schools, captured this

house the new population.

nois School Board Journal. Dr. Charles

sentiment when he described the

Technology was also making its

Howell, director of research for North-

frustration this way:

impact on local schools – with tele-

ern Illinois University, saw the poten-

“In December 1957, we were star-

vision becoming a significant new

tial for damage to the image of public

tled when our own Sputnik dribbled

tool, or distraction, according to many.

education. “That a 24-inch ball cir-

out over the beaches of Florida that

But it was another technological

cling the earth where no such object

we were not to catch up just by decid-

advance that had an even greater

was to be seen before should have a

ing that we would. Russia credits good

impact on U.S. public education and

prolific effect on the education pro-

education for their accomplishments,

one that continues to this day.

gram of an entire nation is amazing,”

so we turn also to education with

he wrote.

numerous quick, cheap answers.

The Russians successfully launched Sputnik 1 on October 4,

“That it should take some such

There is no doubt that the answer is

1957, the first-ever satellite to orbit

impetus to make a people examine

education, but the process will not

the earth. The impact of this mile-

carefully one of their most important

be quick or cheap.”

stone would be felt for decades, cred-

institutions is in some ways absurd.

His words were prophetic. Less

ited by many as the pre-cursor to

And yet that is what has happened.”

than a year after the launch of Sput-

the space and arms race in what

The source of introspection came

nik 1, Congress passed the National

became known as the “Cold War”

not so much from the success of Sput-

Defense Education Act, pouring bil-

between Russia and the United States.

nik; rather, it was the failure of the

lions of dollars into U.S. education.

This competition not only altered

U.S. to beat or match the Russian

Today’s ongoing debate over how U.S.

national public policy and politi-

effort that caused the consternation.

students match – or fail to match –

cal strategy, but it became the focal

American efforts to duplicate the

their overseas counterparts in math

point for how the public viewed its

satellite launch failed several times,

and science scores can be attributed

schools.

resulting in significant embarrass-

directly to the Sputnik launch and

ment. Another Journal author, Robert

the Cold War era of the 1950s and

The first of what would be many

4

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

Act took effect in 1958 and was met

60s.

Of course, that was not the only

with little resistance or fanfare. “The

thing occupying the attention of Illi-

new state law dealing with official

nois educators and school boards.

meetings of public agencies of the

IASB presidents 1952-53

Robert Krebs, Mt. Vernon

1954-55

Harold Dean, Mendota

1956

Donald M. Stevenson, Elburn

icy,” according to an article in the

1957-58

Harold S. Dawson, Champaign

culations of federal and state aid

June 1958 issue of the School Board

1959-60

Joseph Ackerman, Chicago

should be changed, so that districts

News Bulletin.

1961-62

Junius Califf, Rock Island

1963

Reid R. Tombaugh, Pontiac

1964

Owen Marsh, Springfield

1965-66

Martin L. Cassell Jr., Barrington

School finances and state fund-

state, including school boards, is noth-

ing were part of an ongoing debate.

ing new, but merely reaffirms what

The state’s School Problems Com-

had been considered good public pol-

mission concluded in 1953 that cal-

that depended on both were not penal-

That year, IASB board of direc-

ized. And in 1970, IASB outlined

tors appointed a committee to eval-

its position and rationale on public

uate member services and concluded

school financing in the state Consti-

two things: 1) that present services

tutional Convention debate. The Asso-

could be improved and enlarged; 2)

1967-68

John Illyes, Palestine

ciation recommended that the

that many members do not know

1969

Robert A. Jamieson, Peoria

convention readopt Article VIII, Sec-

what Association services are avail-

1970-71

George H. Wirth, New Athens

tion 1: The General Assembly shall

able.

1972-73

Edward C. Epstein, Crete-Monee

provide a thorough and efficient system of free schools, whereby all children of this state may receive a good

This era also saw a boom of new school construction.

In 1959 alone, Illinois voters approved 209 out of 230 bond issue

increase salaries, improve housing

The rationale was equally emphat-

elections. This 89 percent pass rate

facilities for teacher families, encour-

ic: “It is essential that the state’s

encompassed elections in 57 differ-

age teacher participation in local com-

responsibility for education be

ent counties. Similarly, voters approved

munities, maintain school facilities,

acknowledged in the constitution

99 of 120 proposals to increase local

add funds for teacher training, and

because the General Assembly mem-

education tax rates. But finding enough

spread the message that “teaching is

bership is subject to change. If the

space to house a burgeoning enroll-

a basic need for the preservation of

responsibility is not stated in the con-

ment was frustrated by the fact that

our way of life.”

stitution, a general assembly could

the state was experiencing a severe

enact legislation placing the complete

teacher shortage.

common school education.

As public school enrollment grew in this era, so did the Association. In

Between 1952 and 1972, Illinois

fact, membership topped 1,000 dis-

public school enrollment skyrocket-

tricts in 1961. This included 954

School finances were not the only

ed by 1 million students (1.2 million

school districts, three non-high school

concern of the Association during

to 2.3 million). However, teacher

districts, and 43 county boards of

this era. In 1955, a joint commission

ranks were slow to keep pace. One

school trustees. It was appropriate;

of IASB and IASA concluded an 18-

reason was cited in an article pub-

therefore, that Association services

month study on the working rela-

lished in the July-August 1953 issue

and staff grew accordingly. In Decem-

tionship of school boards and their

of the Journal: “If our teachers con-

ber 1972, at the conclusion of this

chief administrators. The result of

tinue to leave the profession to enter

twenty-year period, IASB named

this study was a document entitled,

business and if our young people go

Harold P. Seamon to succeed B.B.

“Statement of Principles Basic to

directly into business, our teacher

Burgess as the Association’s third full-

Effective Cooperation,” that was pre-

shortage will be increasingly hard-

time executive director. Robert M.

sented to and adopted by both asso-

er to cope with,” said Arthur Adams,

Cole, the Association’s first director,

ciations.

assistant superintendent of public

retired at the end of 1968, conclud-

instruction. His suggestion was to

ing 25 years of service.

burden of financing, etc., on the local district.”

The state’s first Open Meetings

M AY- J U N E 2 0 1 3 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

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FEATURE ARTICLE

Bargaining PERA evaluations:

What to expect at the table

by Thomas M. Melody

Thomas Melody is a partner with the Chicago law firm of Klein, Thorpe and Jenkins, Ltd. His practice is concentrated in labor and employment law.

He is a member of the executive committee of the Illinois Council of School Attorneys and contributes regularly to IASB activities.

W

ith PERA implementation

dates on the not-too-distant

horizon, it is important to start thinking about what teachers’ unions might be expected to demand when it comes to including data and indicators of student growth as a significant factor in rating teacher performance. In fact, contracts that are being bargained right now may well extend beyond a district’s applicable implementation date, and thus would have to address this issue. This article is intended to make some predictions, hopefully reasonable ones, as to possible union positions on various issues related to the negotiation of postimplementation date teacher evaluations.

At the outset, it is important to remember the role of the joint committee as expressed in the PERA itself: By no later than the applicable implementation date, such school district shall, in good faith cooperation with its teachers or, where applicable, the exclusive bargaining representative of its teachers, incorporate the use of data and indicators on student growth as a significant factor in rating teaching performance, into its evaluation plan for all teachers, both those teachers in contractual continued service and those

6

teachers not in contractual continued service. The plan shall at least meet the standards and requirements for student growth and teacher evaluation established under Section 24A-7, and specifically describe how student growth data and indicators will be used as part of the evaluation process, how this information will relate to evaluation standards, the assessments or other indicators of student performance that will be used in measuring student growth and the weight that each will have, the methodology that will be used to measure student growth, and the criteria other than student growth that will be used in evaluating the teacher and the weight each will have. To incorporate the use of data and indicators of student growth as a significant factor in rating teacher performance into the evaluation plan, the district shall use a joint committee composed of equal representation selected by the district and its teachers or, where applicable, the exclusive bargaining representative of its teachers.

105 ILCS 5/24A-4.

(Type I, II or III) to be used for each category of teachers, subject to the general limitations set forth therein (23 Ill.Admin.Code §50.110). The joint committee is also required to determine how certain student characteristics shall be used for each measurement model chosen to ensure that they best measure the impact that a teacher, school and school district have on students’ academic achievement.

This is the role of the joint committee. It is expected that the unions will try to expand the role of the joint committee beyond what is provided for in the statute and the regulations, and to expand the requirements relating to the joint committee to a position that all aspects of an evaluation plan have to be negotiated. This is obviously to be avoided. While teacher evaluation plans have always had to be done in cooperation with the teachers’ union, allowing the joint committee to have more authority than it actually has would unduly expand the role of the union in the creation and the operation of the plan.

It has long been the case that the

In addition to these provisions,

procedural aspects of an evaluation

Illinois State Board Education reg-

plan are mandatory subjects of bar-

ulations require the joint committee

gaining, but the substantive aspects

to determine the types of assessments

of the plan are not (Alton Education

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

Association and Alton Community

uation ratings, as substantive com-

may claim that the joint committee

Unit School District No. 11, 9 PERI

ponents of an evaluation plan, do not

should be involved in RIFs or in fill-

¶ 1085 (IELRB, 1993)). PERA did not

have to be negotiated and are not sub-

ing vacancies. Just because the RIF

change this. In fact, PERA specifi-

ject to arbitration (Board of Educa-

revisions in Senate Bill 7 now relate

cally provides:

tion of DuPage High School District

RIFs to evaluations does not mean

No. 88 v. IELRB, 246 Ill.App.3d 967, 617 N.E.2d 790 (1st Dist., 1993)).

that the joint committee should have

As another example, the unions

the fact that vacancies now have to

Nothing in this subsection (a) shall make decisions on the use of data and indicators on student growth as a significant factor in rating teacher performance mandatory subjects of bargaining under the Illinois Educational Labor Relations Act that are not currently mandatory subjects of bargaining under the Act. 105 ILCS 5/24A-4.

STAFF

PERA did, obviously, call for the creation of the joint committee and specify its duties. But this does not mean that substantive aspects of an evaluation plan are now mandatory subjects of bargaining, or that all aspects of an evaluation plan are now subject to approval by a committee that has a 50-50 split of teachers and management. Thus, even though the use of data and indicators on student growth is required to be incorporated into the evaluation plan in good faith cooperation with the teachers’ union, this does not mean that all aspects of the evaluation plan, or even those aspects of the plan under the “jurisdiction” of the joint committee, are now mandatory subjects of bargaining.

It is also expected that the unions may attempt to use PERA to encroach on other management rights or to otherwise expand their rights and powers in the realm of teacher evaluations. For example, they may claim

OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Patricia Culler, Assistant to the Executive Director Carla S. Bolt, Director-designee Sandy Boston, Assistant Director Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Thomas Leahy, Consultant Dave Love, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer Production Services Diane M. Cape, Senior Director ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Assistant Director Advocacy Cynthia Woods, Director

that there should be some kind of appeal procedure by which a teacher can challenge his or her evaluation rating. There is no requirement that any such procedure exist and it should not, at least in my opinion, exist. Eval-

anything to do with RIFs. Similarly,

IASB OFFICES 2921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831 www.iasb.com

M AY- J U N E 2 0 1 3 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

BOARD DEVELOPMENT/ TARGETING ACHIEVEMENT THROUGH GOVERNANCE Angie Peifer, Associate Executive Director Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Targeting Achievement through Governance Steve Clark, Consultant COMMUNICATIONS James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Linda Dawson, Director/Editorial Jennifer Nelson, Director, Information Services Gerald R. Glaub, Consultant FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Dean Langdon, Director Patrick Rice, Director Jeff Cohn, Director Barbara B. Toney, Director Laurel DiPrima, Director Policy Services Anna Lovern, Director Nancy Bohl, Consultant Andrea Dolgin, Consultant Jackie Griffith, Consultant Wayne Savageau, Consultant Brian Zumpf, Consultant

One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940

7

be filled based on qualifications and

(3) Performance evaluation systems

committee’s first meeting,” then the

not just seniority does not bring

must assess professional com-

district shall implement the mod-

the joint committee into that dis-

petencies as well as student

el evaluation plan established by the

cussion. The joint committee has

growth.

state board of education with respect

(4) School districts and the state

to the use of data and indicators on

must ensure that performance

student growth. The 180-day time-

evaluation systems are valid and

line, and the required consequence

reliable and contribute to the

of having to adopt the state plan, is

development of staff and

a built-in protection against the

improved student achievement

unions requiring never-ending nego-

Evaluation ratings, as substantive

outcomes.

tiations and thus avoiding the imple-

components of an evaluation plan,

The General Assembly seems

mentation altogether. In my opinion,

to have realized that when every

the 180-day timeline is a strict and

employee, or nearly every employ-

clear timeline and cannot be avoid-

ee, gets the highest possible evalu-

ed by arguing that some committee

ation rating, then the whole evaluation

meetings are “informal” or “unoffi-

system becomes virtually worthless.

cial.” The fact that there is a maxi-

Evaluation ratings should accurately

mum time frame for the joint

reflect the skills and abilities of the

committee’s work to be completed

employee being evaluated and, just

is, in my opinion, a benefit to man-

like every member of the group can-

agement that should not be aban-

not be the worst, every member of

doned.

nothing to do with either of these top-

do not have to be negotiated and are not subject to arbitration.

ics and if any such effort is under-

the group cannot be the best. When

Finally, the unions may also try

taken it should be resisted.

all employees are rated “excellent”

to claim that they have some right

Also, it is important to remem-

then the meaning of “excellent” is

to select or to participate in the

ber the reason PERA was adopted,

necessarily and automatically watered

selection of the management rep-

which is set forth in the findings at

down. Thus, in working with the joint

resentation on the joint committee.

the beginning of the Act:

committee to incorporate the data

Nothing in PERA changed the well-

The General Assembly finds and

8

and indicators on student growth, I

settled labor law principle that both

declares all of the following:

believe it is important to remember

sides have complete discretion to

(1) Effective teachers and school

that the purpose of evaluations is

select their own representatives.

leaders are a critical factor con-

not to make all the employees as

Just like management has no right

tributing to student achievement.

happy as possible but to ensure that

to determine who the union brings

(2) Many existing district performance

our teachers are continuing to devel-

to the table, the union has no right

evaluation systems fail to ade-

op and our student achievement out-

to determine who management brings

quately distinguish between effec-

comes are improving. Efforts to “water

to the table. The number of repre-

tive and ineffective teachers and

down” the impact or outcome of

sentatives from each side has to be

principals. A recent study of eval-

using data and indicators on student

equal. This does not mean that either

uation systems in three of the

growth should, in my opinion, be

side gets to pick who is on the oth-

largest Illinois districts found that

avoided.

er side.

out of 41,174 teacher evaluations

It is also expected that the unions

In conclusion, a lot remains to

performed over a five-year peri-

may try to expand the 180-day time-

be seen with respect to union strate-

od, 92.6 percent of teachers were

line. This should be avoided. PERA

gies relating to the negotiations of

rated “superior” or “excellent,”

requires that if the joint committee

PERA evaluations. These predictions

7 percent were rated “satisfacto-

cannot reach agreement on the things

hopefully will provide some item of

ry,” and only 0.4 percent were rat-

it is supposed to reach agreement

what we can expect as the imple-

ed “unsatisfactory.”

within “180 calendar days of the

mentation dates get closer.

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

FEATURE ARTICLE

From 1956, IASB’s thoughts on policies, rules and regulations

by Robert M. Cole

place in a policy statement.

he Illinois Association of School

ten policies is that they clarify for all

Boards has consistently urged

concerned the educational aims of

Finally, it must be understood

was the first

school boards to establish written

the district and the methods by which

that policies are subject to change.

executive direc-

policies, rules and regulations. We

they may be achieved. In addition, a

Therefore, they must be consid-

tor of the Illinois

have done so for several reasons.

set of policies, rules and regulations

ered flexible to the extent that they

The first and foremost reason is

put together into a single document

may be changed, altered or revoked

School Boards,

that the School Code (Chap. 122 Sec.

establishes an orderly process of devel-

whenever conditions warrant, and

serving from

6-20 — Illinois Revised Statutes 1955)

opment and a common source for

that new policies may be added as

1943 to 1969.

specifically charges school boards

procedure where all may look for

need for them arises. Whenever one

He authored this

with the mandatory duty “To adopt

guidance. Bringing previous board

of these occurs, thought and consid-

article for the

and enforce all necessary rules for

actions together under appropriate

eration must be given to the date upon

September 24,

the management and government of

headings eliminates contradictions

which they will become effective.

1956, issue of

the public schools of their district.”

and misunderstandings.

Ample notice of changes or additions

the School Board

Our courts interpret this section by

There are several points about

will cause them to be more readily

News Bulletin.

repeatedly saying it is assumed that

policies, rules and regulations which

accepted with good grace by those

His ideas are

boards have carried out this provi-

we believe are basically important.

who are affected.

consistent with

sion of the law and failure to do so is

While the law says that there shall be

We believe there is a distinction

the way IASB

fatal.

rules established, yet on the other

between a policy and a rule or regu-

The second reason for having

hand the record must not be clut-

lation. It is not always easy to recog-

work with school

written policies is because they are

tered with a lot of unnecessary rules.

nize the difference; however, as a

boards around

fundamental to the morale of the

There is no need to have rules just

general rule, the school board usu-

policies, rules

whole school system — teachers,

for rules’ sake. A rule is good only if

ally develops policies while rules and

and regulations.

non-teachers, pupils, parents and

it serves a purpose.

regulations are developed by the staff

Robert M. Cole

Association of

continues to

T

school boards. Any school board that

Another point is that policies,

with approval by the board. Experi-

will first set its own house in order

rules and regulations serve best only

ence has shown that participation in

by letting everyone know the condi-

if they are stated in a positive man-

the development of rules and regu-

tions upon which it will operate com-

ner so as to accomplish a positive

lations by those who have worked

mands the confidence and respect of

purpose. Too many times there are

under them will mean more than rules

all who work with them.

included items that belong strictly to

and regulations developed in any oth-

administrative detail and have no

er manner.

The third reason for having writ10

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

COVER STORY

Education in other countries…

Is it really better or just different?

by Linda Dawson

Linda Dawson is IASB director/ editorial services and editor of The Illinois School Board Journal.

hy Johnny Can’t Read, but

dence of high Japanese education

or truancy; Japanese children take

Yoshio Can” represents just

standards began to appear in the 1960s

school seriously and work hard.”

a portion of Richard Lynn’s 1988 book,

and that students schooled in Japan

Lynn went on to say that the U.S.

Educational Achievement in Japan.

consistently scored first on science

could emulate success in Japan by

When published in National Review,

and math tests, while American stu-

instituting a strong national cur-

the excerpt of the Northern Ireland

dents were consistently last or next

riculum, strong incentives for stu-

author’s work punctuated what had

to last. Most European students fell

dents and stimulating competition

been touted when A Nation at Risk

somewhere in between.

between schools.

“

W

was released in the United States in

“There can be no doubt that

So why, if these things have been

1983: students in the U.S. did not

American schools compare poorly

evident for 25 years or more, do many

measure up to some other foreign

with Japanese schools,” he wrote. “In

American students still seem to strug-

students, especially those from Japan.

the latter, there are no serious prob-

gle and Japanese students still seem

In his writings, Lynn said evi-

lems with poor discipline, violence

to excel? Is it as simple as Lynn’s diagnosis? Or do more factors come into play?

Is public education in foreign countries — especially in Japan — better than that in the U.S., or is it just different?

One teacher’s journey Marlin Hughes, a native of Nebraska, went to Japan in search of a change.

What he found was a wife, a daughter and a business life that has put him in a good position to see the differences between education in Japan and his homeland.

Hughes currently teaches English privately to Japanese students as the head of English Traveler Fukuoka ’95. In addition, his 16-year-old daughter Aika has been educated in the Japanese system and is now an exchange student at the high school

12

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

Still thinking about working over-

for such an undertaking, but after

seas, Hughes had the good fortune in

starting out with just four students,

1991 to run into a fellow York High

he expanded to more than 50 with-

School graduate who advertised in

in months. He has become a student

the local newspaper for help with run-

of Japanese culture even as he teach-

ning an English school in Japan. With

es his native English.

support from family, co-workers and friends, he boarded a plane for Japan on February 13, 1992 … and has lived there ever since.

“I worked with Michael (Con-

Marlin Hughes is an American teacher working in Japanese schools.

Hughes attended. He has also taught in public junior high and elementary

The Japanese system Some things about education in Japan are very similar to that in the United States, Hughes said.

nely) for two and a half years, learn-

“The Japanese have a similar sys-

ing the tricks and trades of teaching

tem in regards to when children start

English as a foreign language,” Hugh-

school, pre-K through grade 12, and

es said, “then I branched out during

a nursery system that takes kids as

my days off, found students, found

young as three months,” he said.

supporters, found offices, and split

The pre-K system in Japan “enter-

from Michael’s school in the winter

tains kids so that they can enter ele-

of 1995.”

mentary school somewhat prepared,”

At first he thought he was crazy

and is for children ages 3 to 6. The

schools in Japan, as well as public/private kindergartens and nurseries.

A resident of Itoshima City, Fukuoka prefecture, since 1995, he has logged more than 25,000 class hours and has taught more than 5,000 children and adults from all walks of life.

Hughes initially wanted to go to Africa with the Peace Corps after he graduated from Hastings College, now the University of Nebraska at Hastings. But during his interview with a Peace Corps agent in Lincoln, he found himself unable to commit to giving up a dating relationship in order to leave.

While dating in general wasn’t bad, the agent told him, the notion of maintaining a relationship while serving in a host country would only prove to be a mistake and lead to many problems. “He said that being a Peace Corp volunteer means a 24/7 job the entire time you serve,” Hugh-

Education Statistics

Japan Duration of education 12 years Compulsory education 10 years Secondary enrollment 7,894,456 Secondary teachers 612,629 Primary enrollment 7,257,223 Primary teachers 378,950 Total expenditure % GDP 4.6 Spending per secondary student $5,890 Spending per primary student $5,075 Math literacy 557 Science literacy 550 Reading literacy 522 % primary PE instruction 10 % primary arts instruction 11 % primary language instruction 14 % primary for. lang. instruction 13 % primary math instruction 12 % primary science instruction 11 % primary social studies instruction 12 % primary technology instruction 8

US 12 years 12 years 24,185,790 1,615,032 24,559,490 1,728,192 7 $7,764 $6,043 493 499 504 12 7 17 7 16 14 12 3

Source: NationMaster

es recalled.

M AY- J U N E 2 0 1 3 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

13

big difference is who can attend pub-

said, “the family will be asked to

lic pre-K/kindergarten and who attends

change to a nursery system.”

Children reaching age 6 are enrolled in primary school. Accord-

The nursery system, on the oth-

ing to the Japanese Ministry of Edu-

Public pre-K/kindergarten costs

er hand, takes children from 3 months

cation, Hughes said, students must

about $200 a month, while similar

to 6 years, and those moms must be

be in school from the primary grades

private schools cost about $350 a

employed. Cost of the nursery sys-

(1-5) through junior high (6-9) or age

month. While the private pre-K/kinder-

tem ranges from $120 to $500 a month,

15. These are generally neighborhood

gartens are superior, both systems

depending on the age of the child.

schools and attendance is compul-

require that the mother be a stay-at-

Babies get almost a 1:1 ratio of teacher

sory.

home housewife and not work.

and child, Hughes said, so the cost is

private … and the cost.

“If this rule is broken,” Hughes

The school day in Japan is based on a seven-period day; it begins at

greater.

A Japanese student in America sees school with different view

by Aika Mishel Hughes

My life in a U.S. high school has had some very inter-

still have a chance to get the grade back by scoring

esting turns, including attending the Japanese Tea

better on the next test. In the U.S., students change their

Ceremony and being part of two sports teams that have

schedules when the semester is over. That is fun, but

gone to a state tournament.

also troublesome.

I have also had the privilege to be a part of a unique

If you scored badly on tests during the first semes-

system only approached by a few: an International

ter, you don’t have a chance to bring your grade back up.

Exchange program. You see, I am of a mixed race, my

I have noticed, though, that not all classes in the U.S.

father is an American and my mother is a Japanese nation-

have quizzes. The teacher either chooses to have them

al. Let me tell you what I have perceived as good and bad

or chooses to primarily grade students from their tests.

Both Japanese and American students learn from

about the programs in the U.S. and my homeland.

Academics have been encouraged by both my own parents and my current homestay parents. As a Japan-

teachers, but how classrooms are set up differ quite a bit.

ese high school student, I was very busy studying for my

In the U.S., students don’t have their own textbooks,

classes and had no time to think about anything else,

but in Japan we do. This expense is picked up by our par-

even on the weekends. You see, in Japan you don’t have

ents, and textbooks can get quite costly at times. But

small quizzes like in the U.S., so we have to take care

they are ours to write in, rather than texts in the U.S.

of our own grade.

that are turned back to the school at the end of the semes-

In Japan, we have mid-terms and finals, and that’s it! If you get a bad grade on your mid-terms or finals, you

ter.

But Japanese students are careful what they write in their textbooks, because their teachers sometimes

will fail the class.

Also, in Japan, you have the same class schedule for

ask to see the students’ books. If they drew pictures rather

a whole year. Even if you fail the semester test, you

than take neat notes, students are reprimanded for keeping a sloppy book.

Teachers in Japan not only grade you on what you

Aika Mishel Hughes, 16, is the daughter of Marlin and

score, but also how you did on worksheets that are con-

Takiko Hughes of Itoshima City, Japan. She is a foreign

stantly handed out every class. They also grade you on

exchange student at York High School in York, Nebraska, for

how your textbook looked. Bad notes — not-so good

the 2012-13 school year. She wrote this to accompany the

grade.

cover story, which features her father, Marlin Hughes.

14

The good thing about having your own textbook is T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

8:40 a.m. and ends at 4:30 p.m., with

holiday coincides with the height

the state and federal government. All

40 minutes for lunch. Students in

of cherry blossom time, which is con-

real estate is taxed to support schools,

grades 1-3 only have six periods, while

sidered a time of renewal in Japan.

regardless of whether the property

grade 12 students may have as many as nine periods.

The school year generally runs

Other than the longer school

owner has children in school or not.

year, another big difference is the

In Japan, Hughes said, funding

way schools are funded in Japan.

comes from the prefecture, which is

from April through March and is bro-

Everyone in Illinois is familiar

comparable to state government in

ken into three terms, with brief spring

with the basic way public schools are

the U.S. However, only those with

and winter breaks as well as the month-

funded. The bulk of tax money for

children in the system pay taxes to

long “summer holiday,” according to

education comes from local proper-

support the schools. The elderly and

www.education-in-japan.info. This

ty taxes, with additional funds from

single adults are exempt.

you can use this note taking/classroom text to prepare

a sport, you come home even later, like 9:30 p.m. or even

for upcoming mid-terms or finals and that makes test

10 p.m.

prep easier. On the other hand, when you have your own

Playing sports in America requires students to try

textbooks, you have to carry them home every night and

and mix both fun and competition. In Japan, fun is for

that is a pain.

another time. Japanese students practice sports all week-

In Japan, we don’t have the same schedule every

end, too. Because uniforms are owned by the students

day. My dad told me that in U.S. colleges they do the

in Japan, parents must also pick up this fee. Like I

same as we do in Japan, regarding daily classes. A neg-

said, it can get quite costly.

ative about studying in Japan is that students don’t have

We also play the same sports in Japan the year round,

the freedom to choose their own schedules — the schools

not like the U.S., which switches according to the sea-

do it for them.

son. I love this system here in America. I think a lot of

Another difference is that Japanese teachers come to the students’ classroom, not the other way around like

my friends in Fukuoka, where I go to school, would like this, too.

The last thing that I’d like to talk about is the thing

here in the States where the students change classrooms.

In American high schools, many students get involved

I miss most about student life in Japan.

in sports and other after-school activities that make life

In Japan, it is important to have events that make

more interesting. In Japan, we have fewer chances to

parents want to get involved along with their kids, and

participate in these things because we are programmed

one of them is the annual school festivals/sports festi-

to primarily study.

vals. These require students to practice weeks before the

Here, students seem to really enjoy school because

event in order to look good in front of the parents, because

they have the freedom to choose what they want to study

some schools ask parents to run, jump or even dance

for a semester, and they have the chance to get involved

right along with the kids.

If sporting events aren’t your thing, then you can

in many things that make a teenager’s life more enjoyable.

participate as a cheerleader to help your class team out.

In Japan, it’s very important to have a good grade

This is something that I have really missed, because I

and keep it. While Japanese schools do have sports teams,

feel that students really get close to each other at this

it is hard for the student to do both because of the home-

time. It is however, one of the few times we do get this

work load they have every night. Students go to school

close.

early and come home late from studying. So if you play M AY- J U N E 2 0 1 3 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

15

Private schools, he said, run on

dents can even get a little dirty.

“green light” for college entrance

the same guidelines as those in the

Hughes said he and his wife feel

exams, which Hughes described as a

U.S., i.e., hefty tuition with no gov-

fortunate that their daughter tested

“bearcat” compared to the ACT/SAT

ernment assistance.

well and was accepted at a private

system used in the United States.

The high school experience While the primary system is similar to the U.S., things start to change

high school once she finished junior

In the U.S., a student can still be

high. Her placement is what has

admitted to college, even with a low

allowed her to study in the United

score. In Japan, “if one can’t score

States this year.

high enough in the preliminary rounds,

In terms of cost, the Hughes may

they are rejected and told to either

“When high school rolls around,”

pay more dearly, however, for choos-

try a lower ranked school or not even

Hughes said, “all students must take

ing a private school. Costs range

go to school at all after graduating

an entrance exam to get in … and the

from a low of $250 a month to as

high school.

high school doesn’t always lie with-

much as $3,000 a month. However,

Much pressure is endured dur-

in the boundaries of their neigh-

the advantage of a private high school

ing the senior year, and Hughes

borhood to town.”

is that it often is paired with a uni-

acknowledged that the country expe-

versity.

riences higher student suicide rates

at the junior high level.

The competition for spots in many of these high schools is fierce, he said,

Successful completion of the pri-

and the competition to attract stu-

vate high school can give a student a

as a result.

And that brings us to another twist in the Japanese system: the “cram school.”

According to the education in Japan website, many students attend

How does Japan govern its schools?

The Ministry of Education, Science, Sports and Culture represents the central educational authority in Japan. It gives assistance to all levels of

(juku or gakken) while they are in junior high and high school. A separate cram school (yobiko) operates for those students looking for help before they take university entrance exams.

education throughout the country. Japan is composed of 47 “prefectures”

These schools come with yet

(prefectures are similar to U.S. counties). Each prefecture has a board of

another extra cost beyond the cost

education that coordinates education in that geographic unit. Each

of attending junior high or high school;

school board is comprised of five members who are appointed by that pre-

the yobiko can cost as much as $10,000

fecture’s governor, approved by the legislative assembly and serve a four-

a year, Hughes said.

In a paper written in 1995 at

year term.

While some of the duties of the board are similar to school boards in

Carnegie Mellon University, James

the United States (such as overseeing the drafting of budgets), other duties

Kim compared Japanese and Amer-

far exceed those of school boards domestically. Such duties include issuing

ican education systems and cultures

certificates to teachers, promoting events and activities related to physical

and theorized that the only reason

education and managing the wide variety of educational units in the pre-

Japanese students are more successful

fecture, including museums and public libraries.

is because of these cram schools, not

Public education is also handled at the municipal level by a municipal board of education. Each board, consisting of five members selected by the

16

private afterschool study sessions

because their public schools are so much superior.

mayor, holds office for four years. They have the responsibility of selecting

“The sole purpose of a juku school

a municipal superintendent of education from among their own member-

is to provide the student with the

ship, managing the educational institutions, and selecting textbooks.

information and knowledge in order

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

to pass the entrance exam and be

erated classes.

taught, Hughes said.

accepted into a top university,” Kim

All curriculum in Japan is nation-

In the public primary grades,

wrote. “Americans need to pay clos-

alized for the public schools, but pri-

he said, the emphasis is on basic

er attention to where Japanese stu-

vate institutions follow their own

mathematical thinking and build-

dents acquire their much admired

guidelines, and are often a grade above

ing strong group cohesion. As stu-

education.”

public schools in what students are

dents advance, more emphasis is

By securing a spot in a top Japanese university, Kim wrote, such a student also “guarantees a job for life.”

Dropouts, GEDs and testing Once a Japanese student has completed junior high, he or she has the right (with their parents’ permission) to leave school, although data shows that 95 percent of students go on to high school and graduate.

A system of EVALUATION starts at the

TOP with the

While this graduation rate is high for a major power, Hughes said the number is deceiving.

“Most think that all Asians, especially the Chinese and Japanese, are superior in academic talent than their

School Board!

How do you score?

western neighbor,” he said, “but one teacher told me, ‘a fifth of these students might as well not have attended because during classroom study, they were in a different world and because of this thinking, the country will be in turmoil in the not so distant future.’”

Japan does have a system similar to the General Education Development (GED) test used in the United States, but it’s rarely used just because its purpose is counter to everything in Japanese culture.

Contact your IASB field services director today!

Hughes said children are taught

Annual board self-evaluation

____

Clear mission, vision and goals

____

Solid community connection

____

Productive meetings

____

Strong board-superintendent relationship

____

Does your score add up?

100% ____

at an early age to be part of the group.

“To be singled out in Japan means that one is not in acceptance of the group’s decision and therefore is cast out so that group cohesion will not be interrupted.”

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

In other words, students are not held back, nor are they put into accelM AY- J U N E 2 0 1 3 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

17

placed on taking pride in Japanese cultural tradition: diet, self-control

IASB Policy Services Using technology to enhance your board effectiveness through online services, such as ...

and nature.

Once students enter junior high, they are constantly tested to find out where they rank in the class — even though they are taught not to draw attention to themselves. A typical junior high testing schedule for a seventh grader might look like this: • National placement test • Book company test • Book company test • A-JHS placement test • A-JHS mid-term • Book company test • Prefecture test • A-JHS final • National placement test Of these, Hughes said, only two are used to determine a student’s

PRESS, the IASB sample policy and procedure service —

grade.

Receive 24/7 internet access to PRESS, IASB’s sample board policy and administrative procedure service. Find the information you need quickly and easily with our powerful search engine and the legal, informational, and time saving links embedded in the policies and procedures.

Editor’s note: Marlin Hughes acknowledges the input from Tomoko Shojima, a teacher at Nijyo Junior High School in Itoshima City; Yukiko Murakami, a cram school teacher; Yukiko Satoh and Fumiko Yoshida,

School Board Policies Online —

both retired junior high school teach-

Let IASB publish your board policy manual online and easily navigate your manual with keyword searches, jumps to cross references, and links to legal references by using the same excellent search engine used for PRESS online. Place the IASB supplied link to your manual on your district website to provide increased community access and awareness of your district’s governing document.

ers; and Atsuko Yamaguchi, a cram school teacher and school organizer for Maple English, Karatsu City, Saga Prefecture.

References Education in Japan, http://www.

BoardBook® — Learn about the advantages of electronic board packet preparation made possible through use of IASB’s BoardBook® service by scheduling a demonstration for yourself, your administrators, or your entire board.

education-in-japan.info/ sub1.html James Kim, “Japanese Education vs. Amerecan Edukashun: A Comparative Account of Literary Education between Two Cultures,” http://eserv-

Contact IASB Policy Services today for information: 630/629-3776 or 217/528-9688 Ext. 1214 or 1125 bzumpf@iasb.com or alovern@iasb.com

er.org/courses/fall95/76-100g/papers/ kim/default.html Richard Lynn, “Why Johnny Can’t Read, but Yoshio Can,” National Review, October 28, 1988

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T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

COVER STORY

Can a Finnish education model yield similar success in the U.S?

by John Hunt and Sandra Watkins

John Hunt is associate professor of educational leadership at Southern Illinois UniversityEdwardsville and a former school superintendent.

Sandra Watkins is professor of educational leadership at Western Illinois University, Macomb, and a former assistant school superintendent.

W

hile much has been written

cation, Sahlberg said. Only those living in larger towns and urban areas

recently about the alleged

We decided the best way to exam-

failure of the U.S. public school sys-

ine Finnish educational success was

tem, Finland’s system of public edu-

to travel to Finland and to interview

With the implementation of this

cation has been highlighted as one

the chief spokesperson for the Finnish

new program, all Finnish students

of the most successful in the world.

model, Pasi Sahlberg. Sahlberg is the

receive the same education through

Finnish students consistently score

author of numerous articles on the

the second year of high school. At

at the top or near the top on inter-

Finnish success story and is most

that point, they either take a voca-

national tests of student achievement,

widely known for his 2010 book,

tional track or a college-bound track.

while the scores of U.S. students on

Finnish Lessons: What can the World

No stigma is attached to the voca-

the same exams are mediocre in most

Learn from Educational Change

tional track and 43 percent of Finnish

cases.

in Finland?

students exercise this option. Anoth-

even had access to middle schools.

American policymakers have

On August 7, 2012, we met with

er 52 percent pursue the college track

expressed concern over the perfor-

Sahlberg in his office in Helsinki. In

and about 5 percent drop out of school.

mance of U.S. students on these tests

a wide-ranging interview, which con-

and have called for a range of account-

sumed much of the afternoon, he gave

ability measures in an attempt to turn

us a comprehensive overview of what

Sahlberg outlined the following

this situation around.

he perceives as the reasons for the

characteristics of the current Finnish

success of the Finnish educational

educational system:

system.

• All schooling is free, including pre-

Beginning with the publication of A Nation at Risk in 1983 and

Major characteristics

through the No Child Left Behind Act

Reform of the Finnish educa-

school. Mothers (or fathers) may

(2001) and the more recent Race to

tional system began around 1970 with

stay home and actually continue

the Top program (2009), teachers,

the implementation of what the Finns

to receive pay for the first year after

administrators and school boards

call, peruskoula. This is a universal

giving birth. Their specific job is

have been under extreme pressure

system of public education in which

protected for three years, but they

to raise test scores. Accountability

all students are treated equitably,

do not receive pay for the second

in the U.S. public education system

regardless of their residency, eth-

and third years of their childcare

is now focused on how well students

nicity or innate ability.

score on state-mandated tests.

20

Visiting Pasi Sahlberg

leave.

Prior to peruskoula, the Finnish

• Finnish students begin public school

In spite of our best efforts,

people were not very well educat-

at age seven. There is no organized

improvements have been slow, at

ed. In the 1950s, educational oppor-

attempt to teach reading before

best. So what is the key to Finnish

tunities were unequal in Finland, with

age seven.

educational success?

most young people leaving school

• When a student first enters school,

after six or seven years of formal edu-

the teacher assesses his/her read-

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

ing level and then asks the student

Expanding on the idea of plan-

what he/she would like to read. The

ning time, Finnish teachers meet at

With this said, are there elements

student is then grouped in the class-

least one afternoon each week to work

of the Finnish system that could be

room with students functioning at

jointly on curriculum. From an inter-

— or should be — considered for

the same level or across the grade

national perspective, Finnish teach-

levels with similar students.

ers devote less time to formal classroom

• Students do not receive written grades before the fifth grade. Feedback is given by teachers in narrative and verbal form.

population.

teaching than do teachers from most other countries.

At the middle school level, for

A reasoned and thorough discussion of

example, Finnish teachers spend just

public education is needed and can

• Curriculum is determined at the

more than half the hours in the class-

building level by the principal and

room as do American teachers at the

teachers, and there is no Common

same grade levels. Finnish teachers

cational community begin working together.

Core-type curriculum in Finland.

are also given much more time for

• School boards are appointed by

professional development activities

each municipality and the school

than teachers in many other coun-

board selects the CEO, or super-

tries.

intendent.

only happen if all elements of the edu-

The Finnish public is reported

• No external high-stakes tests are

to have an 80 percent confidence lev-

employed before the end of grade

el in its teachers. Because of this,

implementation in the U.S. public

12.

even though the community coun-

school system?

Sahlberg said most Finnish ele-

cils, or school boards, help develop

One strategy that is not likely to

mentary and middle schools have

the thrust of particular schools, they

be considered is the redistribution

fewer than 300 students. The largest

often defer to the expertise of teach-

of wealth that is used in Finland. When

high school in Finland, in fact, has

ers and principals in curricular mat-

the country was first moving to perusk-

just 1,400 students.

ters. Teachers are well-compensated

oula, the rural and poorer schools

Finnish teachers are well trained

and highly respected, both of which

were upgraded first, and then improve-

and entrance into teacher education

contribute to the very low attrition

ments were subsequently imple-

programs is extremely competitive

rate. Furthermore, it is estimated that

mented in the wealthier suburban

and coveted by the very best students

only 10 to 15 percent of teachers leave

and urban areas. A larger portion of

in the country. Teachers are drawn

the profession during the course of

the public money was spent on the

from the top quartile of secondary

their career.

poorer schools. With the heavy reliance

school graduates and only 15 percent

Could this work here?

on property tax in many U.S. states, including Illinois, such a shift in wealth

of those are accepted. They receive

Critics of the Finnish educational

a three-year graduate-level teacher

system attribute much of its success

preparation program with a living

to the fact the country has a relatively

What about other areas? Cer-

stipend.

small population and is not very

tainly, the issue of smaller school size

In addition to receiving intense

diverse, suggesting that the measures

could be examined. While the typi-

instruction on how to teach, they also

which work there cannot practical-

cal Finnish class size is not smaller

spend a year in a university labora-

ly be transferred to a country such

than ours, with 25 students being typ-

tory school, honing their skills on real

as the U.S.

ical, their schools overall are much

is unlikely.

smaller.

students. Most teachers in Finland

Sahlberg counters by stating that

now have master’s degrees in both

Finland’s population of approximately

Smaller schools enable teachers

their content area and in education.

5.5 million is comparable to that of

and principals to better know and

In addition they are given sufficient

some U.S. states. He also claims that

understand their pupils. Smaller

planning time for both individual and

Finland is becoming much more

schools make it more likely that

joint planning.

diverse due to its growing immigrant

the school welfare teams in each build-

M AY- J U N E 2 0 1 3 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

21

ing will identify students with spe-

increased, the percent of candidates

Reform Act (PERA) into law. This bill,

cial educational needs, helping to

passing the examination between

along with Senate Bill 7, ties a por-

ensure that needy students are not

September 2010 and August 2011

tion of teacher and principal evalu-

overlooked.

dropped to 28.3 percent.

ation to student achievement. This

Educators and much of the pub-

Once enrolled in teacher edu-

action is an attempt to improve the

lic have long understood the value of

cation programs, it would be hard to

quality of teachers already in the field.

smaller schools in the U.S. Even some

argue against increased experience

Another Finnish concept that

larger schools have divided them-

working with public school students

could be considered in the U.S. is the

selves into houses or other smaller

in pre-clinical experiences. Indeed,

autonomy given to teachers. This has

units in the attempt to gain the ben-

pre-clinical experiences have increased

led to a level of creativity among teach-

efits of smaller school size. Natural-

for teacher education candidates over

ers that was once the hallmark of U.S.

ly, moving to smaller schools comes

the past three decades.

public education.

with a cost in terms of administra-

It also would be hard to argue

However, many current U.S.

against an increased internship, or

teachers know nothing other than

Teacher quality is another major

student teaching experience. Ironi-

the type of NCLB-induced account-

issue to consider. Illinois made one

cally, many teacher education insti-

ability that equates quality to student

move in this direction when it

tutions once housed laboratory schools,

performance on state-mandated tests.

increased the cut score on the Basic

similar to those now found in Fin-

In Finland, the teachers and prin-

Skills Examination for entrance into

land. Unfortunately, most of the U.S.

cipal, working with the local council

teacher education programs in Sep-

lab schools were eliminated during

or school board, determine the focus

tember 2010. Between September

the past 40 years.

and curriculum for the school. All

tion, facilities and perhaps busing.

2008 and August 2010, 85.5 percent

Legislation is making strides with

subjects are considered to be impor-

of candidates passed the Basic Skills

efforts to improve the caliber of teach-

tant, not just those addressed by state-

Examination on the first attempt.

ers. In 2010, Governor Pat Quinn

mandated tests.

However, after the cut score was

signed the Performance Evaluation

This is possible in the U.S., but

School law questions?

Let IASB help Illinois School Law Survey, Twelfth Edition Our most popular legal reference, written in easy to find and read Q&A format, features: •More than 1,600 commonly asked questions •Complete citations to state and federal statutes, court decisions and agency regulations •Includes CD ROM with hyperlinks directly to cited legal sources •Quick reference index Member price Non-Member price $ $ www.iasb.com/shop/ or call 217/528-9688, ext. 1108

35

22

45

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

only if we are prepared to approve an element of risk-taking in order to restore creativity and innovative practices in the U.S. schools. It would also necessitate restoration of the status of teachers as educational experts and a major rebuilding effort for the public perception of education.

National Commission on Excellence in Education (NCEE), A Nation at Risk: The imperative for educational reform, Washington, D.C., 1983 No Child Left Behind Act (NCLB) Act of 2001, Public Law 107-110, 2002 Performance Evaluation Reform Act (PERA), Senate Bill 315, Public Act 96-0861, January 2010 Race to the Top (RTTT) Program,

signed into law as a portion of the American Recovery and Reinvestment Act (ARRA) of 2009, Public Law 111-5, 2009 Pasi Sahlberg, Finnish Lessons: What Can the World Learn from Educational Change in Finland? New York, N.Y., Teachers College Press, 2010 Pasi Sahlberg, personal communication, August 7, 2012.

Conclusions There is no doubt that Illinois faces a huge problem in terms of its budget. A bleak financial picture colors every decision and every con-

TO D O LIS T

versation regarding education in the state.

✔_ T ❑ ___a __k __e___t_h __e__O __a __t __h_____ _ ___o_f___Of ___f_i_c e _ _ _ _______ ✔ ______ ❑ ___J_o__i_n_ t ___h __e__n __e w _______ ____ ___g __o_v __e_r __n __a_n __c __e___t_e_a ✔ __m ___ ❑ ___R__e__v_ie ___w ___t_h e _______ ______ ___B __o __a_r __d ___P _o __l_i_c_y _______ __ ___M __a __n __u __a __l_____ ___

However, an educated citizenry is essential for the survival of the state and the nation. A reasoned and thorough discussion of public education is needed and can only happen if all elements of the educational community begin working together. This includes not only teachers, administrators and parents as individu-

_______

als, but also their professional and

New School Board Members

community organizations.

By regaining a moral and professional high ground, as a unified and their constituents can establish

Congratulations and Welcome

the groundwork for Finnish-style edu-

A board policy manual provides answers to many questions commonly asked about:

community, professional educators

cational reforms in the U.S. system.

This task seems monumental, but we cannot assume that it is impossible, because the stakes are too high.

References Illinois Certification Testing System. General Assembly Report: ICTS Basic Skills and Content Area Test Pass Rate Summary: Initial and Cumulative. September 2008 to June 2011, http://www.isbe.net/certification/html/tes ting.htm

• School District Governance • Board Powers and Duties • Board Member Ethics & Code of Conduct

• Board-Superintendent Relationships • School Board Committees • Communications To and From the Board • School Board Meetings

Is your manual old and out-of-date?

IASB Policy Services can help!

We will work with the Board to develop an up-to-date board policy manual, as well as help keep it current over time.

M AY- J U N E 2 0 1 3 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

For more information, visit www.iasb.com/policy or call 217/528-9688 or 630/629-3776, ext. 1119 or 1232.

23

FEATURE ARTICLE

10 good things about U.S. public education

by Patte Barth

Patte Barth is the director of the National School Boards Association’s Center for Public Education.

Her article originally appeared in the June 2012 issue of NSBA’s American School Board Journal and is used with permission.

P

olicymakers and pundits have

than just teach kids how to read,

decried “our failing schools”

What’s next? The Common

but also focus on developing crit-

so often it’s become an accepted truth.

Core State Standards define expec-

ical readers, especially of infor-

But the naysayers are wrong. To be

tations for all students that will

mational texts.

sure, our schools need to do better.

prepare them for their next steps,

But we have much to be proud of, too,

whether they lead to a four-year

On the 1999 international

and it’s on this foundation that we

assessment in civics, U.S. ninth-

can build a 21st century system that

college, two-year credentials or training for 21st century jobs. At

will work for all kids.

this writing, 46 states and the Dis-

By a lot. But what about now?

trict of Columbia have adopted

There hasn’t been an interna-

accomplishments and give our pub-

the

tional look at this topic since then,

lic schools a collective pat on the

Standards.

It’s time that we recognize our

back. Here is my personal Top 10 list of things we’re doing right and where

Common

Core

State

9. Beginning reading

8. Civics

graders were No. 1 in civics skills.

but NAEP offers a clue. Over the last decade, American fourth-

Over the last decade, our

graders have improved their civics

we should go next.

fourth-graders have improved

performance by seven points. His-

10. A tradition of universal edu-

their reading skills by six points

panic students improved the

on the National Assessment of

most—by a whopping 17 points.

Beginning in 1642 when Mass-

Educational Progress (NAEP). If

What’s next? As with read-

achusetts enacted the country’s

that doesn’t sound like much, con-

ing, middle and high school stu-

first education law, Americans

sider that 10 points on the NAEP

dents are not showing the same

have placed a high premium on

scale is approximately one year’s

progress as their younger siblings.

producing an educated populace.

worth of learning. More signifi-

This deserves our attention, con-

As Thomas Jefferson wrote,

cantly, the gains have largely been

sidering that high school seniors

“Whenever the people are well-

from the bottom up, and the

are able to cast their first votes

informed, they can be trusted

achievement gap is narrowing

or will be voting soon.

with their own government.”

between children of color and

Indeed, the history of Ameri-

their white classmates. As a bonus,

An original study for NSBA’s

can education is one of expand-

American fourth-graders rank

Center for Public Education (CPE)

ing educational opportunity. From

among students from the top-scor-

compared the reading achieve-

the push for compulsory school-

ing nations in reading literature.

ment and characteristics of lim-

ing in the last half of the 19th cen-

What’s next? Middle- and

ited-English-speaking students

tury through Brown v. Board of

high-schoolers aren’t making the

in the U.S. to other industrial

Education in the mid-20th, it’s a

same gains. We need to do more

nations with high proportions of

cation

24

story that continues to this day.

7. English language learners

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

immigrant children (“PIRLS of

1975’s Education for All Handi-

Wisdom,” 2009). While English

capped Children Act, now the

No educational investment

Language Learner (ELL) students

Individuals with Disabilities Edu-

pays off more than making sure

in American public schools tend

cation Act (IDEA), which guar-

children are ready for school when

to come from poorer families com-

antees a “free and appropriate”

they enter the kindergarten door.

pared to those in other countries,

education to all special-needs

Recognizing the potential return

their schools nonetheless pro-

children.

on investment, states have been

4. High-quality kindergarten

vide resources not available to

What’s next? Under Presi-

expanding access to and increas-

their international counterparts

dent George W. Bush, ESEA

ing the quality of pre-K programs.

and their performance is as good

became the No Child Left Behind

Over the last decade, the num-

or better as a result. The big advan-

Act (NCLB). It added a sharp focus

ber of 4-year-olds enrolled in state-

tage? The U.S has more teachers

— and school accountability —

supported programs has doubled

trained to teach ELL students.

on narrowing achievement gaps

to the current 27 percent. When

What’s next? The number of

among groups of students based

including Head Start, we now have

ELL teachers, though larger than

on race, ethnicity, family income

39 percent of 4-year-olds in pub-

other countries, is still too small

and special needs. While the idea

licly funded programs. And it’s

to meet the need. Another big

of accountability no doubt will

not just access that’s improving.

issue: Evidence-based instruc-

continue, both NCLB proponents

States have been more active in

tion for ELL students too often

and critics recognize that adjust-

ensuring the programs attend to

takes a backseat to politics. Yet

ments need to be made.

children’s educational prepara-

the research is clear in this regard: Dual-immersion programs produce the best long-range results for ELL students, followed by language support in elementary school. Despite its appeal to some, English-only submersion has been proven to have the least effect (CPE, 2007).

6. ESEA and IDEA: Monumental laws In 1965, the country passed the first Elementary and Sec-

5. High-level high school courses One of public education’s biggest successes is the increase in high school academic rigor. In 1990, fewer than a third of high school seniors (31 percent) had a core curriculum that included math through at least Algebra II and three lab sciences. By 2009, that number was 59 percent. Moreover, the course-taking gap between white and black students has disappeared.

tion as well as to their social and emotional development.

What’s next? Despite the recession, states have attempted to preserve their pre-K funding. However, last year witnessed the first decline in state funding for pre-K since 2002. These are painful setbacks, as the nation still has a long way to go to ensure universal access for families who wish to participate in pre-K. 3. High school graduation rates

ondary Education Act (ESEA) as

What’s next? The Office of

Researchers have uncovered

part of President Lyndon John-

Civil Rights recently reported

student characteristics—such as

son’s war on poverty. Its intent

that there are still 3,000 high

poor attendance, failing grades

was to provide poor children equal

schools in the country lacking

and disciplinary actions—that

access to a solid public educa-

the capacity to offer Algebra II,

are highly predictive of students

tion. As such, ESEA did noth-

meaning their graduates will not

who may be in danger of drop-

ing less than establish education

be college-ready or qualified to

ping out. In response, states and

as a civil right, and every presi-

enter training programs for many

districts have implemented data

dent since then has supported

21st century jobs. Making sure

systems to flag these “early warn-

the provision of Title I funds to

all students have access to high-

ing signs” and provide effective

schools serving poor children.

level courses and support to suc-

interventions, often in collabo-

These goals were further extend-

ceed must be among our highest

ration with community-based

ed to children with disabilities in

public priorities.

organizations. The result is that

M AY- J U N E 2 0 1 3 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

25

graduation rates are beginning to

2. Mathematics

propels the math achievement of

improve. Since 2002, on-time

Yes, really! We may not be

all students, and can be especially

graduation rates have increased

No. 1 in mathematics interna-

helpful in remote or hard-to-staff

from 72.6 percent to the current

tionally, but math progress is still

schools. Innovators like Sal Khan

75.5 percent. According to an

the great untold story in Ameri-

are developing new ways to make

analysis by CPE’s Jim Hull, includ-

can education. Since 1990, Amer-

even the most sophisticated con-

ing late graduates in the calcula-

ican fourth-graders have gained

cepts understandable to students

tion would raise that rate by

a phenomenal 28 points on NAEP

using online platforms. Moreover,

another 5 to 8 percentage points.

math. Eighth-graders weren’t far

access is not determined by geog-

What’s next? Even an 80 per-

behind, posting a 21-point boost

raphy.

cent to 83 percent graduation

over the same period. And progress

rate leaves too many young peo-

was evident in every student group.

ple out of jobs paying a decent

Still not convinced? Scores on

wage. President Barak Obama

the mathematics portion of the

Approximately nine out of 10

has set a goal for the nation to

SAT are significantly higher than

school-aged children attend pub-

reach a 90 percent high school

in 1972, while the number of test-

lic schools in this country — a fig-

graduation rate by 2020. Reach-

takers has more than doubled so

ure that has remained fairly stable

ing this mark will require the com-

that the scores no longer repre-

for 40 years. Communities main-

bined efforts of schools and their

sent the academic elite alone.

tain their support of their local

communities to keep kids in school and on track to graduate.

And my No. 1 good thing about public education is …

1. Community support

What’s next? Education tech-

schools even as their opinion of

nology may be the engine that

public education in general declines. In 2011, only 17 percent of Americans told Gallup pollsters that they would grade

Starting Right: Board-building for the new Governance Team An in-district workshop designed for a Board with one or more new members or a new superintendent

American public education as an A or B. In contrast, 51 percent would give an A or B to their local schools. Parents were the most satisfied, 70 percent of whom gave their child’s public school these high grades. When asked to explain the discrepancy, respondents cited familiarity and local pride.

What’s next? Public schools

Benefits of a Starting Right workshop include:

have their work cut out for them,

• Building quality communications and relationships,

especially as they tackle the job

• Creating agreement about roles and responsibilities,

of preparing all of their students

• Improving board meetings,

this increasingly complex 21st

• Establishing a better board-superintendent partnership, and

century world. Policymakers at

• Securing effective leadership for the district.

all have a role to play. But the sup-

Contact your Field Services Director today for more information!

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

for success after high school in

the federal, state and local levels portive involvement of the community — from one district to the next — is our strongest guarantee that the challenge will be met.

26

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

FEATURE ARTICLE

A firm foundation

The urgent need for effective school boards

by Robert G. Grossi

Robert G. Grossi is treasurer of the Bloom Townships Trustees of Schools in South Chicago Heights.

His article originally appeared in the Winter 2012 issue of Update, a publication of the Illinois Association of School Business Officials, and is used with permission.

A

s elected officials of the entire

destroy school districts in our state

the quality of the dance can be as

community, the board of edu-

unless immediate systematic changes

destructive as micromanaging the

cation has a unique role that is often

are made to the decision processes

district, especially during these dif-

overlooked. They are not only respon-

within school districts.

ficult times.

School board’s role

Build a sense of urgency

sible for the students who are currently in their buildings, they are responsible for the little brothers and

Most of us have heard the bal-

“Those who are most successful

sisters of those students who are still

cony seat analogy to describe the role

at significant change begin their work

in diapers and for the children who

of the school board. The implications

by creating a sense of (real) urgency

will become part of the community

are that the board should not be “on

among relevant people. Without enough

five, 10 and 20 years down the road.

the dance floor” micromanaging the

urgency, large-scale change can

But without a solid plan and vision

district, but rather should rely on the

become an exercise in pushing a gigan-

to navigate through an extended fis-

superintendent to manage the dis-

tic boulder up a very tall mountain.”

cal crisis, some school boards may

trict and ensure quality education. I

— John P. Kotter, professor emeritus,

be making decisions, often on the

couldn’t agree more.

Harvard Business School

recommendation of their adminis-

Micromanaging by board mem-

In order to integrate the value of

trators, which put their district on a

bers, whether with good intentions

strategic planning and a culture of

path of unsustainable deficit spend-

or bad, can adversely impact a dis-

long-term fiscal and academic sta-

ing. The end result will be that future

trict both financially and academi-

bility within the organization, there

boards will be forced to eliminate crit-

cally and can unnecessarily distract

must first be a real sense of urgency

ical programs and valuable staff mem-

administrators from their mission.

developed at the board of educa-

bers in order to pay for these poorly made decisions.

28

However, I often think that this

tion level.

analogy is misunderstood, with some

The challenges facing our grad-

We are seeing from countries in

people believing that not micro-

uates are harsh. Our students are

Europe the impact of policies that have

managing means that the board should

entering a work force that has more

no focus on long-term implications.

be in a separate, windowless room

than 23 million people either unem-

This “kick the can down the road”

rather than an open balcony — watch-

ployed or underemployed. Individu-

form of governance is threatening to

ing, listening and evaluating the dance.

als with less than a high school diploma

destroy many once great countries. I

Not being involved in establishing

are unemployed at a rate three times

am convinced that this same type of

what the dance should look like or

greater than that of individuals with

management philosophy will similarly

not being able to effectively evaluate

at least a bachelor’s degree.

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

We must improve the skills of

tives can be met efficiently. With a

that links the district’s resources to

our students in order for them to have

focus on efficiency and effectiveness,

an expenditure plan that best match-

a chance to successfully compete in

districts can preserve quality pro-

es the established goals of the dis-

a global workforce and give them a

grams, staff members and facilities so

trict, especially its educational goals.

chance to live the “American Dream.”

that future students will continue to

The board of education also should

This is only half the challenge.

be afforded the level of education they

be provided with information on how

need to succeed in life.

the proposed tax levy impacts the

Not only must we improve the qual-

average taxpayer and how the tax

ity of education we provide, we must do so during a time of decreasing financial resources.

Quality data = quality decisions

levy supports the vision, mission and

In order for school boards to make

goals of the district. By having a focus

In a perfect model, effective super-

better decisions, administrators need

on long-term stability when consid-

intendents work with staff to devel-

to provide their boards with data that

ering the tax levy, the board of edu-

op a plan to address student needs.

is clear, timely and relevant to the

cation can better justify decisions

The superintendent would then add

decisions required of the board.

that may include maximizing its tax levy during difficult economic times.

staff, programs and professional devel-

Before making any major finan-

opment as necessary with the goal of

cial decisions, the district must have

The most difficult question busi-

improving student learning. During

a living document that projects the

ness managers are ever asked by a

times of increasing revenues, school

future financial condition of the dis-

board of education during contract

districts can both implement these

trict over the next three to five years

negotiations is, “What can we afford

plans and balance the budget.

based on reasonable assumptions.

to give?” The board must know the

In this new world where revenues

The document should include threats

anticipated long-term impact of a pro-

do not increase, the objective of

that are specific to the school district

posed contract offer, before it is made,

improving the quality of education

and a plan to stabilize the district’s

both in terms of its impact on the dis-

and the objective of balancing the

financial condition — should one be

trict’s future financial condition and

budget will often clash. This is the

needed. This document then should

its impact on the stated goals of the

new dynamic that all school districts

be shared with all stakeholders in the

district.

must effectively navigate to survive.

district, so that a common under-

The board needs to know, for

This is the new dynamic that reaf-

standing can be reached to build con-

example, if staff or program reduc-

firms the role of the school board

sensus for potentially difficult financial

member as a critical partner in estab-

decisions.

lishing long-term financial and aca-

I must note here that the finan-

demic stability in the school district.

cial projections/plan is worthless unless the information is grounded

Embed long-term goals

in reality and is presented in a for-

The only way to effectively inte-

mat that is clearly understood by the

grate long-term stability and success

board of education and other stake-

into the district’s decision-making

holders.

process is to embed those objectives

What else does the school board

within the district’s stated goals. In

need to effectively participate in the

effective school districts, every part

district’s financial strategy? Consid-

of the organization is aligned with

er the four bold-faced items below.

the district’s mission, vision and goals

The budget needs to be discussed

as articulated by the school board in

in conjunction with the long-term

its strategic plan.

financial plan. An effective presen-

The strategic plan must focus on

tation of the budget should be able

improving the current level of student

to convert this collection of numbers

learning while ensuring goals and objec-

into an understandable document

M AY- J U N E 2 0 1 3 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

IASB SERVICE

ASSOCIATESS The best of everything for schools 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.

29

tions will be required to cover an

gic plan be measured?

meeting goals with fewer resources

anticipated deficit generated from a contract offering before the offer is

performance and the challenge of

Additional responsibilities

has raised the stress level on many

given. It is irresponsible to simply

In addition to aligning major

superintendents to dangerous levels.

offer a 2.5 percent raise because that

financial decisions to a strategic plan

It is easy to be popular with staff when

is the average salary increase in the

focused on long-term stability, boards

the district is giving 5 percent raises

surrounding area.

of education also need to refine and

and lowering class sizes. But it can

Every school district also should

expand other critical responsibilities

get awfully lonely when staff is forced

have a long-term facilities plan that

to best meet the great challenges fac-

to work harder for less money.

includes a list of major capital needs

ing their school districts.

Maintaining the physical and

and wants over the next 10 years.

School board members should

emotional well being of the superin-

Again, the district must weigh the

be advocates for district improve-

tendent is critical to achieving all the

decision of addressing these items in

ment and be willing to engage peo-

goals and objectives within the school

alignment with district’s stated objec-

ple in conversations about the

district. That’s why school boards

tives. If long-term financial stabili-

importance of quality schools with-

should (1) provide the superinten-

ty objectives are threatened, the

in their community. Times of great

dent with a clear understanding of

district may want to postpone address-

challenge often create times of great

his/her expectations; (2) give the

ing items on their “wants” list until

emotion. Making tough decisions in

superintendent the time and support

their financial condition stabilizes.

alignment with the long-term goals

to “do his/her thing”; (3) recognize

Conversely, it may be prudent

of fiscal and academic stability will

both publicly and privately the super-

and necessary to address items on

likely evoke greater public partici-

intendent’s hard work and accom-

the “needs” list generated from over-

pation.

plishments; and (4) be cognizant of

crowded or unsafe facilities even dur-

In order to navigate through these

the superintendent’s personal health

ing difficult economic times in order

emotional times, it is critical that the

by making sure he/she takes time

to maintain academic and safety-ori-

board of education speaks with one

away from the district and maintains

ented objectives.

voice and that individual concerns

balance in his/her life.

from community members be approAlign decisions with goals

Putting it all together

dent to ensure consistency and clarity.

In order for a school district to

id data to make well-informed deci-

The Illinois Association of School

succeed during this time of great chal-

sions, decisions can be made in

Boards (IASB) states: “The board

lenge, the district not only needs great

alignment with the district’s purpose,

employs and evaluates one person

teachers and great administrators, it

direction, priorities and desired out-

— the superintendent — and holds

needs great school board members.

comes, including long-term goals.

that person accountable for district

School boards that are making crit-

This is critical as decisions become

performance and compliance with

ical decisions during periods of great

more difficult, more impactful and

written board policy.”

challenge based on emotion, self-

Once the board is provided sol-

more emotional. Before any decision

IASB also stresses that the board

interest, past practice or conflict aver-

is made at the board of education lev-

constantly monitor progress toward

sion are putting the future of their

el, each board member needs to know

district goals and compliance with

districts at risk.

the answer to the following questions:

written board policies using data as

School boards that are making

• What is our district’s vision for its

a basis for assessment. The superin-

decisions using sound data in align-

tendent needs to know what is expect-

ment with a well developed strategic

• What is our district’s strategic plan?

ed of him/her so that the board can

plan focusing on long-term stability

• How does the strategic plan sup-

effectively evaluate whether he/she

will serve as the district’s rudder,

meets these expectations.

allowing it to effectively navigate

children?

port our district’s vision for its children?

• How will the success of the strate30

priately directed to the superinten-

The growing needs of students, the raised expectations on student

through the great financial and academic challenges facing its district.

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

PRACTICAL PR

At the corner of diversity and communication

by Stephanie Fordice

magine moving to a foreign coun-

marily low-income district, we need-

set up to include an option of anoth-

try with your family. On the first

ed to find a way to address the mul-

er language when parents call district

day of school, your child is filled with

tilingual needs of our community and

office or their child’s school.

excitement and nervous energy but

effectively communicate with them

Overall, school districts can cre-

with the very first step on to cam-

so our message isn’t lost in transla-

ate a welcoming environment by mak-

pus you feel lost. All of the build-

tion.

ing signs and other documents available

I

ing signage is in a foreign language,

The following topics are a guide

in other languages. Recruiting and

parents around you are conversing

that District 130 has followed and

retaining a diverse, multilingual staff

in a foreign tongue and once inside

other districts and boards should con-

will also help in creating a welcom-

the school, you are greeted by staff

sider when tailoring a communica-

ing environment for both students

who do not speak your language.

tions program that reflects the needs

and parents. That also means paying

Feeling unwelcome and uncom-

of their multilingual and diverse com-

close attention to what is being dis-

fortable, you don’t know where to

munities:

tributed and that English and translated materials get into the correct

begin and think to yourself, “how am I going to help my child succeed

Let’s talk translations

hands. Translation should not be the

With Spanish being spoken in

only tactic used to communicate with

many District 130 homes, it cannot

diverse audiences. Differentiating

Similar scenarios are played out

be stressed enough that proper trans-

strategies and tactics is just as imper-

across the United States on a regular

lation is the key to reaching our audi-

ative as differentiation in the class-

basis. Today’s America is not just a

ence. We need to ensure that our

room.

melting pot, but a stew of ever increas-

translations do not look careless or

ingly complex issues that face schools,

are translated incorrectly and end

including how to serve the needs of

up being offensive. Whether we choose

While planning our district

a culturally and linguistically diverse

to use a staff member, consultant

newsletter, design was an issue

community. At Cook County School

or translation company, we make cer-

addressed the first day we met with

District 130, we serve portions of the

tain that our translations are done

our printer. We chose to incorporate

communities of Blue Island, Alsip,

properly as many languages contain

English and Spanish in the same

Crestwood, and Robbins in the south-

various dialects.

when the school is not communicating with me?”

west suburbs of Chicago. With over

When hosting parent meetings

4,000 students attending our schools,

or utilizing a PowerPoint presenta-

59.5 percent are Hispanic and for

tion, a translator should be available

many, the primary language spo-

and PowerPoint slides translated. Dis-

ken in the home is Spanish. As a pri-

trict’s phone system should also be

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

Stephanie Fordice is the communications coordinator for Cook County School District 130 in Blue Island and a member of the Illinois chapter of the National School Public Relations Association.

Planning publications

Columns are submitted by members of

31

newsletter that is mailed out to all

site and it needs to incorporate a

has taken off; however each district

households on a quarterly basis.

translation function such as Google

must determine whether this is an

Another option to consider: a Span-

Translate. At District 130, we also

effective means of communication

ish insert or separate English and

post important documents in both

for their constituents. A survey of

Spanish newsletters. When design-

English and Spanish and often times

internal and external audiences can identify the pros and cons of starting a social media presence. Translation will also be a factor with social media, which means the district should inves-

School boards and administrators will encounter some backlash

tigate functions either within the

from members of the community when it comes to serving a diverse

social media platforms or consider

population. It is just as important for them to know that their tax dollars are being spent wisely and how the district is serving their

posting in both English and another language.

Videos are also an increasingly popular way to communicate.

students.

Whether it be explaining the budget or providing an overview of the district, videos can either be recorded in English and a separate video in another language or, subtitles may ing publications, it is important to

have certain headings and banners

be displayed at the bottom of the

keep in mind that not all languages

translated while other districts may

screen.

read from left to right. As the popu-

opt to have separate sections on their

Blogs are another avenue dis-

larity of e-newsletters increases, an

website for parents who speak a lan-

tricts chose to explore as a means of

issue that has come to our attention

guage other than English. Another

communication. At District 130, the

is that many of our parents, both Eng-

important aspect for the website,

superintendent’s blog, operated through

lish and Spanish speaking, do not

as well as any collateral materials, is

WordPress.com, is built into our web-

have regular access to a computer,

to ensure that photos and images

site and is able to be translated for

nor do they have an email address.

accurately reflect the diverse student

our audience.

Having a beautiful e-newsletter that

population.

Our parents rely on the district

parents cannot access is not an effec-

At District 130, we frequently

mass notification system for atten-

tive way to reach the audience. That

use online surveys. Initially, we used

dance, announcements and for emer-

makes it imperative to know the com-

separate English and Spanish sur-

gency notifications. We do not have

munity before choosing which type

veys. After realizing the data would

the Blackboard Connect system trans-

of newsletter best serves their needs.

need to be calculated by hand from

late for us. Instead, each time a dis-

Our school newsletters are also trans-

two surveys, we changed our format

trict or school-wide message is sent

lated into Spanish to ensure impor-

to include Spanish and English in the

out, it is translated and recorded in

tant information is reaching parents.

same survey. Some parents who do

Spanish. Additionally, parents are

Other

including

not have Internet access are unable

asked to select whether they prefer

brochures, fliers, parent handbooks,

to take these surveys at home. We

their messages in English or Spanish

calendars, and annual reports should

debated to offer print versions of the

on our registration form.

also be available in other languages.

electronic survey, but for now, our

publications

parents are encouraged to visit school Online applications One of the most visible communication vehicles is the district web32

during school hours or go to the local library to take our surveys.

The popularity of social media

Incorporating parent liaisons In November 2012, District 130 hired two new parent liaisons to increase parental involvement and

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

to create a dialogue between home,

nities.blogspot.com. With a multi-

culture, it is critical to serve our com-

school and the community. With one

tude of multiple languages, ethnic

munity members and stop and ask

parent liaison fluent in Spanish,

and socio-economic backgrounds

for directions along the road of diver-

the duo is in place to identify com-

stirring the melting pot of American

sity communication.

munication gaps and to listen to the needs of parents. Several factors are often in play as to why some parents are not involved. Lack of child care, transportation, flexibility, and the language barrier are often pre-

ILLINOIS ASSOCIATION OF SCHOOL BOARDS

venting well-intentioned parents from

Executive

participating in their child’s education. Parent liaisons can also reach out to diverse community leaders to

SearchES

become a key ingredient in creating successful community engagement partnerships.

School boards and administrators will encounter some backlash

The Gold Standard of Executive Searches

from members of the community when it comes to serving a diverse population. At District 130, we have had community members call, write to the local newspaper and show up at board meetings to protest the use of Spanish in our district newsletter.

These individuals feel that all of our materials should only be in English. We counter that complaint by explaining that our reasons for serving all stakeholders, including those who only speak and read in other native languages. It is just as important for them to know that their tax dollars are being spent wisely and how the district is serving their students.

Diversity communication should

Why IASB?

not be an afterthought when implementing a communications program.

• The only search service that is part of an Illinois Statewide organization that is governed by locally elected school boards.

• IASB has been the nation’s leader for more than 30 years in providing information and encouraging educators seeking professional advancement.

Hundreds of educators have become Illinois School Superintendents as a result.

• No search is completed until the client school board is satisfied.

• IASB continues to assist the board and new executive after employment.

The National School Public Relations Association has developed a diversity engagement blog to address the

For information contact:

needs of diverse stakeholders in school

2921 Baker Drive One Imperial Place Springfield, IL 62703 1 East 22nd Street, Suite 20 217/528-9688, ext. 1217 Lombard, IL 60148 630/629-3776, ext. 1217

districts and information can be found at: www.nspraconnectingcommu-

M AY- J U N E 2 0 1 3 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

www.iasb.com/ executive 33

A Directory of your

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

Appraisal Services

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 - 847/7424063; website: www.dla-ltd.com; e-mail: info@dlaltd.com DLR GROUP, INC. — Educational facility design and master planning. Chicago - 312/382-9980; website: www.dlrgroup.com; e-mail: dbane@dlrgroup.com ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake 847/223-4804 FANNING/HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools.

Park Ridge - 847/292-1039 FGM ARCHITECTS ENGINEERS, INC. — Architects.

Oak Brook - 630/574-8300; Peoria - 309/669-0012; Mt. Vernon - 618/242-5620; O’Fallon - 618/624-3364; website: http://www.fgm-inc.com

WIGHT & COMPANY — An integrated services firm with solutions for the built environment. Darien 630/696-7000; website: http://www.wightco.com; e-mail: bpaulsen@wightco.com WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899.

Fairview Heights - 618/624-2080 WRIGHT & ASSOCIATES, INC. — Architecture and construction management. Metamora - 309/367-2924

Building Construction BOVIS LEND LEASE — Construction Management/Program Management. Contact John Doherty. Chicago - 312/245-1393; website: www. bovislendlease.com; e-mail: john.doherty@bovislend lease.com CORE CONSTRUCTION — Professional construction management, design-build and general contracting services. Morton - 309/266-9768; website: www.

COREconstruct.com

INDUSTRIAL APPRAISAL COMPANY — Insurance appraisals, property control reports. Oakwood Terrace - 630/827-0280

GREENASSOCIATES, INC. — Architecture/construction services. Deerfield - 847/317-0852, Pewaukee, WI - 262/746-1254; website: www.greenassociates. com; e-mail: greig@greenassociates.com

FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison 630/628-8500; webite: www.fquinncorp.com

Architects/Engineers

HEALY, BENDER & ASSOCIATES, INC. — Architects/Planners. Naperville, 630/904-4300; website: www.healybender.com; e-mail: dhealy@healybender. com

HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities.

Swansea - 618/277-8870

IMAGE ARCHITECTS, INC. — Architects. Carbondale - 618/457-2128

MANGIERI COMPANIES, INC. — Construction management and general contractor capabilities. Peoria 309/688-6845

ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355 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; website: www.arconassoc.com; e-mail: smchassee@arconassoc.com BAYSINGER DESIGN GROUP, INC. — Architectural design services. Marion - 618/998-8015 BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: http://www.berg-eng.com BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur - 217/4295105; Champaign - 217/356-9606; Bloomington 309/828-5025; Chicago - 312/829-1987; website: http://www.bldd.com; e-mail: sam.johnson@bldd. com BRADLEY & BRADLEY — Architects, engineers and asbestos consultants. Rockford - 815/968-9631; website: http://www.bradleyandbradley.net/ CANNON DESIGN — Architects. Chicago - 312/9608034; website: www.cannondesign.com; e-mail: kleonard@cannondesign.com CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities and commercial facilities.

Columbia, MO - 573/874-9455; website: www. cmeng.com CORDOGAN CLARK & ASSOCIATES — Architects and engineers; Aurora - 630/896-4678; website: www.cordoganclark.com; e-mail: rmont@cordogan clark.com DESIGN ARCHITECTS, INC. — Architecture, engineering, planning and interior design. Hillsboro 217/532-5600; East St. Louis - 618/398-0890; Marion - 618/998-0075; Springfield - 217/787-1199; e-mail: rgarber@hurst-rosche.com DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture and engineers. Peoria 309/282-8000; Chicago - 312/660-8800; Elgin 847/695-5480; website: www.dewberry.com

34

JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529 KENYON & ASSOCIATES ARCHITECTS — Complete architectural services for education. Peoria - 309/674-7121 KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia - 630/406-1213 LEGAT ARCHITECTS, INC. — Architects. Chicago 312/258-1555; Oak Brook - 630/990-3535; Waukegan - 847/263-3535; Crystal Lake - 815/477-4545 LZT ASSOCIATES, INC./LARSON & DARBY GROUP — Architecture, planning, engineering. Peoria 309/673-3100; Rockford - 815/484/0739; St. Charles, MO - 630/444-2112; website: www.larsondarby.com; e-mail: dhenebry@larsondarby.com MECHANICAL SERVICES ASSOCIATES CORP. HVAC, plumbing and electrical design. Crystal Lake 815/788-8901 MELOTTE-MORSE-LEONATTI, LTD — Architectural, industrial, hygiene and environmental service.

Springfield - 217/789-9515 PCM+D — Provide a full range of architectural services including facility and feasibility studies, architectural design construction, consulting and related services. East Peoria - 309/694-5012 PERKINS+WILL — Architects; Chicago - 312/7550770; website: www.perkinswill.com; e-mail: mark. jolicoeur@perkinswill.com RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford 815/398-1231 RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: http://www.ruckpate.com; e-mail: info@ruck pate.com SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design and asbestos consultants. Springfield 217/585-9111; e-mail: sartiarch@sartiarch.com

POETTKER CONSTRUCTION — Construction management, design/build and general contracting services. Hillsboro - 217/532-2507 S.M. WILSON & CO. — Provides construction management and general construction services to education, healthcare, commercial, retail and industrial clients. St. Louis, MO - 314/645-9595 THE GEORGE SOLLITT CONSTRUCTION COMPANY — Full-service construction management general contractor with a primary focus on educational facilities. Wood Dale - 630/860-7333; website: www.sollitt.com; e-mail: info@sollitt.com TRANE — HVAC company specializing in design, build, and retrofit. Willowbrook - 630-734-6033 TURNER CONSTRUCTION COMPANY — Referendum assistance, conceptual and master planning, budget assistance or verification, participant in panels, construction management and consulting. Chicago - 312/327-2860; Web Site: www.turnerconstruction.com; Email: ghill@tcco.com

Computer Software SOFTWARE TECHNOLOGY, INC. — Administrative Software. Tremont - 888/776-3897; website: http:// www.sti-k12.com; e-mail: sales@sti-k12.com

Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Controls, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford, Springfield, Champaign: toll-free 866-ALPHA-01 (866-252-4201); website: www.alphaACS.com; e-mail: info@alphaacs. com CTS-CONTROL TECHNOLOGY & SOLUTIONS — Performance contracting, facility improvements and energy conservation projects. St. Louis, MO 636/230-0843; Chicago - 773/633-0691; website: www.thectsgroup.com; e-mail: rbennett@thectsgroup. com

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

Ask the staff continued from inside back cover ideas about the schools

The superintendent or another

After this informal network is set

administrator sends a letter or note

up, it can be used as needed. Best

Maintenance of this word-of-

to these individuals, explaining the

practice suggests that they usually

mouth network only requires a review

program and then calling each one

are contacted in the following

of the list on occasion to make sure

to organize small-group meetings of

situations:

every segment of the community is

seven or eight people each.

• to counteract rumors during a cri-

being reached and heard.

At each meeting, the enlisted

Thus Key Communicators can

sis with facts • to take a quick, informal survey on

provide fast help for school leaders,

they are not being asked to do any-

issues or questions of importance

particularly during a crisis. The main

thing—at least nothing new. The only

• to spread a favorable “good word”

idea is simply to maintain a com-

communicators need to be assured

goal is to make sure that those iden-

about

tified know some things. Future meet-

achievements

school

or

district

ings will not be necessary, either,

• to bring information back to the

because the KCs will be kept informed

district, especially when they hear

by telephone or email.

significant rumors, rumblings or

munications network that can respond quickly when required, turning “heard it through the grapevine” to the school systems’ advantage.

ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions.

Itasca - 630/773-7203

BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support.

Fairview Heights - 618/206-4180; Chicago - 800/3678757

GRP MECHANICAL CO. INC. — Performance contracting, basic and comprehensive building renovations with a focus on energy and mechanical maintenance services. Bethalto - 618/779-0050

BMO CAPITAL MARKETS/GKST, Inc. — Full service broker/dealer specializing in debt securities, including municipal bonds, U.S. Treasury debt, agencies, and mortgage-backed securities. Chicago - 312/4412601; website: www.bmo.com/industry/uspublicfinance/default.aspx; e-mail: jamie.rachlin@bmo.com

HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting and security.

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M AY- J U N E 2 0 1 3 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

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Insurance THE SANDNER GROUP CLAIMS MANAGEMENT, INC. — Third party administrator for worker's comp and insurance claims. Chicago - 800/654-9504

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Superintendent Searches HAZARD, YOUNG, ATTEA & ASSOCIATES, LTD — Superintendent searches, board and superintendent workshops. Glenview - 847/724-8465

35

MILESTONES

Milestones Achievements M.

ing a significant contribution to

She currently teaches at Elmhurst

Roloff, a North-

the welfare of the Northbrook com-

College. Serving as an elected board

brook/Glenview

munity. Award recipients were rec-

member of District 30 for over 23

School District 30

ognized in a ceremony at the village

years, she served 12 years as District

Board member

hall. Roloff’s career as an educator

30’s board president; and she is the

since 1989, was

has spanned nearly 45 years. She

only founding Trustee still serving

honored by the

has been a college professor of com-

on District 30’s Education Founda-

Northbrook Civic Foundation, receiv-

munication at numerous schools,

tion.

ing a special volunteer award for mak-

most recently at DePaul University.

Karen

In memoriam Mary Olive Appuhn, 91. Died Feb-

ed to community service. She was

to 2001.

ruary 13, 2013. She served on the

Beverly Dean, 73. Died February 2,

the first African American mem-

Du Quoin CUSD 300 Board of Edu-

2013. She served on the DePue

ber of the Galesburg District 205

cation.

USD 103 Board of Education from

Board of Education, where she

Barbara A. Bartolomucci, 74. Died

1976 to 1992.

served from 1968 to 1977.

February 4, 2013. She served as

Donald R. DeTaeye, 81. Died March

Jane Weis, 92. Died February 19,

president and a member of the

8, 2013. He served on the Moline

2013. A former math and science

Arbor Park SD 145 board of edu-

USD 40 Board of Education and

teacher at Waukegan Township

cation, Oak Forest.

had worked for the Rock Island

High School, Weis later served two

School District as a high school

terms on the school board of

teacher.

Waukegan CUSD 60.

Lyle V. Chambers, 94. Died January 18, 2013. He was a past member of the Lostant CUSD 425 Board of Education.

William V. Collins, 82. Died March 8, 2013. He served on the Flana-

Orville Joseph “Joe” Hewkin III, 65.

Died March 9, 2013. He served on

The Illinois School Board Journal

the Urbana SD 116 Board of Edu-

welcomes news about or from Illinois

cation in the 1980s.

school leaders. News may include but

gan school board for many years.

M. Stanley Hughey, 95. Died Febru-

need not be limited to accomplishments,

Carl Cotner, 77. Died January 29,

ary 23, 2013. He served as a mem-

changes in position or duties, retirement,

2013. He was a member of the Hey-

ber and board president of the

death and other milestones related to

worth CUSD 4 school board for

Wilmette SD 39 Board of Educa-

board/district duties. For more infor-

eight years and had served as pres-

tion, and the New Trier THSD 203

mation about submitting news items,

Board of Education.

phone the Communications Department

ident.

Ralph Dantino, 56. Died February 18,

Joan Milam Kelley, 82. Died January

2013. He served on the Geneva

31, 2013. Kelley was deeply devot-

at 217/528-9688, ext. 1138, or e-mail gadkins@iasb. com.

CUSD 304 school board from 1996 36

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / M AY- J U N E 2 0 1 3

ASK THE STAFF

Key Communicators can help get out the good word

by Gary Adkins

Q

munity segments.

uestion: How can schools com-

The identifiers are asked to con-

bat the grapevine of negative

chatter and gossip from undermin-

Technology may

duct informal surveys over several

ing important school district mes-

have changed how

weeks time among the people they

sages?

Answer: School leaders can make

people communicate,

come in contact with, posing questions like this: “We are doing a casu-

that same “grapevine” mode of com-

but the concept

al survey about how well our schools

munication – a word-of-mouth set of

essentially works the

are getting the word out about the

contacts – work for the district by harnessing its unmatched power while turning it into a two-way communi-

same today as it did 30 years ago.

good work they are doing. Can you name a few of the people you have recently communicated with about school teachers or taxes?”

cations tool.

The Key Communicators (KC)

The written lists of names gath-

approach, which many in schools

ered by identifiers can then be tab-

first discovered three decades ago

ulated, and names that keep appearing

through the National School Public

tle maintenance.

over and over are the school district’s

Relations Association, involves sim-

It is launched, Bagin suggested,

key communicators. The names should

ple networking. It was developed

by asking for help from a few peo-

be scrutinized to classify each per-

by the late school public relations

ple who know and can identify the

son in relation to the segment or seg-

pioneer Donald Bagin, then a pro-

key communicators in the school dis-

ments of the community to which

fessor at Glassboro State College, New

trict. These chosen people serve as

they communicate. If any segment

Jersey.

KC “identifiers.” They should include,

is missing, the next task is to fill in

Technology may have changed

as far as possible, a cross-section of

the gaps so that the whole commu-

how people communicate, but the

the community’s formal and infor-

nity is represented.

concept essentially works the same

mal social groupings: civic groups,

The same process can be used

today as it did 30 years ago.

clubs, churches, bowling or softball

to create key communicators from

leagues, etc.

within each school building. Students

It simply consists of developing a list of individuals who like to talk

In meeting with these KC iden-

and teachers are vital sources of school

and who are already key, trusted

tifiers, someone from the school sys-

information for the community, but

sources of school information for lots

tem simply explains that the goal is

so are the bus drivers and cafeteria

of people.

to communicate for the district via

workers and janitors. Many people

The cost to implement the plan

a word-of-mouth network, and then

trust these individuals as their pri-

is absurdly low, and it takes only a

asks how the community can best be

mary source of news on schools.

small amount of staff time. But once

reached. KC identifiers can also be

established, the network requires lit-

asked to help in identifying all com-

continued on page 35

Gary Adkins, IASB director, editorial services, answers the question for this issue.

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

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

www.iasb.com

“We say we want to get all students to the same high standards, but our words amount to little more than a slogan. If we really wanted to follow through on this, then we would put more money behind the hardest-toeducate children … .”

Mark Tucker, president, National Center on Education and the Economy, “Benchmarking the World’s Best,” School Administrator, September 2012 ● ●

“It is indeed ironic that we spend our school days yearning to graduate and our remaining days waxing nostalgic about our school days.”

Isabel Waxman, account executive, Fresh Group, United Kingdom

“We have lots of studies about what’s wrong with our education system. We need to accept responsibility, be bold, find solutions and move forward to make education a centerpiece of our economic development.”

leadership skills by allowing students to utilize their unique gifts and talents.”

Conrad R. Burns, former U.S. Senator from Montana (R), 1935-

“Without education you will experience the door-to-door salesman’s plight: many doors will be shut in your face.”

Scott Gilliam, director of training at D.A.R.E America, from “The Whole Child Blog,” January 10, 2013

Christine Gregoire, former governor of Washington (2004-12), 1947-

FROM 1913

● ●

“There are no little events in life, those we think of no consequence may be full of fate, and it is at our own risk if we neglect the acquaintances and opportunities that seem to be casually offered, and of small importance.”

Amelia E. Barr, British novelist, All the Days of My Life, 1831-1919

IASB Centennial

“Our task is to provide an education for the kind of kids we have … not the kind of kids we used to have … or want to have … or the kids that exist in our dreams.”

Mary Kay Utecht, owner, Essential Solutions computer software

“Most of the things worth doing in the world had been declared impossible before they were done.”

Louis D. Brandeis, U.S. associate Supreme Court justice (1916-39), 1856-1941

“Vocational education programs have made a real difference in the lives of countless young people nationwide; they build self-confidence and

“And so, my research report concludes that the fall of the Roman Empire was due to the lack of TECH SUPPORT.