Fall 2020

A PUBLICATION OF THE NEBRASKA COUNCIL OF SCHOOL ADMINISTRATORS

CHECKING IN WITH THE COMMISSIONER Photo Credit: Nebraska loves Public Schools

Fall 2020

www.NCSA.org

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C ONTENTS

4

Checking In with the Commissioner

BY TYLER DAHLGREN

7

Distinguished Service Awards

8

Service Units with Service Unit Support

10

BY TYLER DAHLGREN

A Letter to Myself for My First Year in Education

BY JEFF EDWARDS

12

What Advocacy Looks Like in 2020

14

Fostering Resilience in Schools

16

The Shift that Challenged Education

BY TYLER DAHLGREN

BY CESAR TORRES & JOLENE PALMER

BY JULIE MOORE

17

Educator Effectiveness in Nebraska

19

The EHA Creates New Healthcare Options

20

Superintendent Turnover

BY KIM SNYDER & RYAN RICENBAW

BY GREG LONG

BY CRAIG PEASE & JERRY BEACH

11 Sponsorship

BC Calendar of Events

NCSA EXECUTIVE BOARD 2020-2021 Chair . . . . . . . . . . . . . . . Dr. Mark Adler Vice Chair. . . . . . . . . . Ross Ricenbaw Immed. Past Chair. Dr. Terry Houlton NASA Representatives President. . . . . . . . . . . . . Jeff Edwards President-Elect. . . . . . . Kevin Wingard Past President. . . . . . . Dr. Mark Adler NASBO Representatives President. . . . . . . . . . . . . . . . Pam Roth President-Elect. . . . . . Dr. Liz Standish Past President. . . . . . . Erin Heineman NAESP Representatives President. . . . . . . . . . . . . . . Sara Paider President-Elect. . . . . . . Erin Gonzalez Past President. . . . . Tammy Schaefer NASES Representatives President. . . . . . . . Lona Nelson-Milks President-Elect. . . . McKayla LaBorde Past President. . . . Dr. Terry Houlton NSASSP Representatives President. . . . . . . . . . . Brad Jacobsen President-Elect. . . . . . . Dustin Mitchell Past President. . . . . . Ross Ricenbaw NARSA Representative President. . . . . . . . . Dr. Dallas Watkins NCSA STAFF Dr. Michael S. Dulaney Executive Director/Lobbyist Dr. Dan E. Ernst Associate Executive Director/Lobbyist Amy Poggenklass Finance and Membership Director Megan Hillabrand Professional Development Manager

NCSA MISSION The mission of the Nebraska Council of School Administrators (NCSA) is to be an effective leader for quality education and to enhance the professionalism of its members. NCSA Today is a benefit of membership in the Nebraska Council of School Administrators, 455 South 11th Street, Suite A, Lincoln, NE 68508.

Telephone 402.476.8055 or 800.793.6272. Fax 402.476.7740.

Annual membership dues are $335 (active members), $125 (associate members), or $50 (student members). NCSA Today is published quarterly. Send address changes to NCSA, Membership, 455 South 11th Street, Suite A, Lincoln, NE 68508. Copyright ©2019 by NCSA. All rights reserved.

Tyler Dahlgren Communications Specialist Carol Young Executive Administrative Assistant Connie Hilker Administrative Assistant The opinions expressed in NCSA Today or by its authors do not necessarily reflect the positions of the Nebraska Council of School Administrators.

FALL 2020 NCSA TODAY

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CO MMI S S I O N ER ' S R EPO R T

Checking In with the Commissioner: Values-driven guidance during a challenging time for school leaders

By TYLER DAHLGREN, NCSA Communications Specialist This has been a challenging period in time for leaders.

That’s how Nebraska’s Commissioner of Education Dr. Matt Blomstedt preempts this discussion, a follow-up to an article that ran in the summer edition of NCSA Today. Though that feels like a lifetime ago, this installment finds decision-makers facing the same strenuous circumstances and too many questions to count.

With schools opening back up, both in-person and remotely, the Coronavirus is still very much here and uncertainty still abounds. School leaders have made decisions for the sake of stability and moving forward based on the best information at hand.

“It’s an especially challenging time for school leaders, in the sense that decisions we make today may become null for the near time given how quickly things can change in this situation, and that’s a challenge, because folks look to principals, superintendents and other leaders in education to provide that stability we’re used to,” said Dr. Blomstedt. “It’s been the same for us at NDE over the last four months. We want to provide as much stability as we can, but unpredictability is driving the environment. Learning to be adaptive as leaders has been part of the reality for everybody.”

The last time we spoke with the Commissioner, the conversation hovered around values-based and values-driven decision-making. Now that those decisions are being made at the local level, by individual school districts across the state, those same principles are being incorporated into the guidance that NDE is offering. With circumstances varying so greatly from one section of the state, one county, and even one town to the next, the department has committed to being flexible and adaptive themselves.

“We’ve tried to continuously improve and to give people grace, a term that’s been thrown around quite a bit,” Dr. Blomstedt said. “No one has all the answers, but we certainly want to do that, both from the standpoint of rules and regulations, but also in our day-to-day operations and in trying to address the challenges that are most important.”

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Giving districts the capacity to make critical decisions regarding school-openings and what classrooms and activities are going to look like in 2020-2021 has proved to be the correct route moving forward. Dr. Blomstedt has been impressed with the state-wide innovation he’s seen early in the school year.

“We’re going to have to get used to a set of safety protocols and strategies to mitigate the risk of the spread of the virus, while, at the same time, trying to make the most of the educational experience in our state,” he said. “We’re learning collectively about that, but what I really want folks to know as they find innovative ways to serve students in-person or remotely, is that we absolutely support those efforts. People-centered focus on hard work, which is kind of innate and routine for educators already, that is going to get us through this."

Dr. Blomstedt said that education, though delivered as a Blomstedt system, has and always will happen at the individual level.

Such a statement reinforces, and, really, endorses, Nebraska’s commitment to equity. An underlying principle of equity is an attention and a devotion to meeting the needs and providing opportunity to each student in the state.

“I know we have challenges,” said the Commissioner. “Special education and students with special needs, it’s been a challenge figuring out how to deliver the best services we can to those students, and wherever we’re having to do that remotely right now, that only adds to the challenge. But again, if you take it with that equity perspective, really delivering on the expectations that the individual student and family may have, that’s equity and that conversation is solid. Our communications back and forth are solid across the state.”

Trying to meet everyone’s needs, especially during a global health pandemic Dr. Blomstedt said, can run a person ragged, but Nebraskans haven’t shied away from doing so.

C O MMIS S IO NE R'S REP ORT “But I think where people are really trying to do that, and do it well, they’re coming out the better for it,” he said. “And it’s important to be mindful that what works for the masses may not work for everyone. Being thoughtful about customizing services and supports for students and families, just as we’ve tried to do for schools at large, and empowering people is also an unlying equity principle.”

In regards to dwindling resources and increasing needs (what Blomstedt called “the perfect storm” when he testified in front of Congress), the Commissioner expects the next wave of aid from the federal level to be helpful.

“We have different needs today than we might have expected, and we’re going to continue to see an increase,” Dr. Blomstedt said. “We were already seeing an increase in needs around behavioral and mental health, and this is only going to grow that need, so there might be some things that we can be thoughtful about in the next six months or the next year about what’s going to become a focal point for the future."

NDE is currently looking closely at different ways to take the burden off of assessment without losing sight of the benefits that go along with it and how account-

ability can be helpful at a school and classroom level.

“I think we’ll see a shift to the importance of truly understanding engagement of students as the secret part of the recipe for getting through this environment,” Blomstedt said.

“I know that anecdotally, we’ve heard lots of stories about how people are excited to be back to school and back to those routines, and how beneficial that is to the psyche of the entire state.”

If challenges arise, or, to be more accurate, when challenges arise, Dr. Blomstedt wants Nebraska’s administrators to know that the same leadership skills and abilities that have gotten them this far are going to take them the rest of the way.

To the light at the end of the tunnel.

“The agency will be there to support, too,” he said. “Truly, when your schools need some level of support, please reach out.”

"Right now, it’s most important that we continue to take care of each other, Blomstedt said.

“Our intention is to help keep the ship afloat and that routine in place, and that’s a huge measure of success for us right now.” ■

NASA/NASB

2020 Labor Relations October 14-15, 2020 Virtual Conference

Wednesday, October 14

The ABCs of Negotiations with Rex Schultze, Perry Law Firm

1:00 p.m.

Thursday, October 15

9:00 a.m.

Welcome & Inclusion by Design with Joe Gerstandt

1:00 p.m.

EHA Update Including Alternative Networks

2:30 p.m.

FLSA and FLMA, Including Covid-19 Issues with KSB

10:45 a.m.

1:45 p.m.

4:00 p.m.

Coaching, Evaluation, and Observation with Perry Law Firm

Leveraging Data to Engage in Successful Negotiations Adjourn

*Above times are in Central Time

Registration is now open!

Visit ncsa.org for more information and to register.

FALL 2020 NCSA TODAY

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D IST I N G UI S H ED S ER VI C E AW A RD RE C IPIE NT S

AWARDS

NCSA Friend of Education, Distinguished Service Award recipients announced during Administrators’ Days The annual NCSA Friend of Education and Distinguished Service Awards were announced during Administrators’ Days, which was held virtually July 30-31.

Nebraska State Senator Steve Lathrop and the Nebraska School Psychologists Association were honored separately with the NCSA Friend of Education Award, which has been given annually to non-member(s) who have demonstrated exceptional, distinguished leadership on behalf of public education since its inception in 2012.

“Both recipients have done outstanding work on behalf of education in the state of Nebraska,” said Executive Director Dr. Mike Dulaney.

“I am very honored to accept the award,” Senator Lathrop said in his acceptance speech. “I appreciate not only the award and the recognition, but the opportunity to work with Nebraska’s administrators over a variety of subjects during the 10 years I have been honored to serve District 12. I share their concern for a strong and properly-financed K-12 system, and I will continue to work for that.”

Dr. Dulaney said that it has been a privilege to work alongside Senator Lathrop on a variety of impactful bills, mentioning LB 260, concussion protocol legislation that Senator Lathrop championed, and LB 397 in particular.

“Senator Lathrop has been a true ally to those in education, and through his work has benefited not only administrators, but teachers, students, school boards, and parents,” said Dr. Dulaney.

This year NCSA honored Annette Eyman, Director of Communications for Papillion-LaVista Community Schools, and Steve Milliken, Deputy Commissioner Student and Client Success and Services at the Nebraska Department of Education, as recipients of the Distinguished Service Award.

Milliken assumed his current role in 2019 after serving four years as Administrator of Special Education at NDE. For 21 years, he was Director of Special Services for Westside Community Schools in Omaha.

“Steve is a champion for students with disabilities, not only in Nebraska, but across the nation,” said NCSA Chair and Millard Public Schools Director of Special Education Dr. Terry Houlton.

Eyman, who carries an Accreditation in Public Relations, is a leader in school communication in the state and served as Nebraska School Public Relations Association President for nearly 10 years.

“Annette Eyman and Steve Milliken have each rendered outstanding, unselfish service to NCSA and have contributed significantly to the quality of education at the state and local levels,” said Dr. Dulaney. “They are true experts in their fields.”

The conference, which started with NDE Day and an address from Dr. Matt Blomstedt on Wednesday, July 29th, featured a combination of nationally-acclaimed speakers such as Mike Veny, Frank DeAngelis and Danny Brassell, a live-from-Washington D.C. federal legislative update from Foresight Law+Policy co-founder and native Nebraskan Reg Leichty, and several breakout sessions led by Nebraska administrators.

“Though this year’s event looked different than in years past, we were able to hold a conference filled with informative and beneficial sessions and presentations relevant to the challenges that face our school administrators heading into the new school year,” said Dr. Dulaney. ■

ADDITIONAL AWARD WINNERS INCLUDE: Jill Clevenger (Kearney): Elementary National Distinguished Principal from Nebraska Dustin Mitchell (Sutherland): NSASSP High School Principal of the Year Ross Ricenbaw (Waverly): NSASSP Middle School Principal of the Year Dr. Jason Harris (Columbus): NASES Distinguished Special Education Administrator Dr. Jim Sutfin (Millard): NASA Superintendent of the Year Pam Roth (Elkhorn): NASBO Outstanding Business Official of the Year Dr. Rex Anderson (Gretna): Nebraska ACSD Al Kilgore Award

FALL 2020 NCSA TODAY

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E SU S P OT LI G H T

Service Units Continue to Provide Vital Support During Pandemic

By TYLER DAHLGREN, NCSA Communications Specialist For all the talk of impending uncertainty over the last six months, one fact has emerged with resounding conclusiveness.

As school districts scramble, scrap and scuffle to answer the Coronavirus pandemic’s onslaught of challenges, Educational Service Units have earned and lived up to their middle name.

Nebraska’s seventeen ESUs have been at the forefront of assisting schools in a myriad of efforts, most notably in distance learning, technology support, mental and behavioral health and the distribution of 75,000 gallons of hand sanitizer, an incredible project they teamed up with the University of Nebraska-Lincoln and the Nebraska Ethanol Board to execute.

“They had the opportunity to step into the forefront at the outset of this, and they have taken a huge leadership role across the state,” said NCSA Ambassador Dr. Keith Rohwer.

In June, Nebraska Public School Advantage launched a series called “Service Units Support”, a series of panel discussions and feature articles highlighting the collaborative work being done by service units across the state to assist schools dealing with unprecedented challenges. Their undertakings are far too expansive to list in this article, but the series is an eye-opening read. Being that things tend to change by the day in this new normal, ESUCC Executive Director Dr. Kraig Lofquist said a willingness to be flexible and adaptable in delivering services and housing resources is crucial.

We were joined by Dr. Lofquist for a virtual discussion near the end of August and had the chance to ask him about an array of topics, starting with a word that comes up in seemingly every conversation centered around ESUs: Collaboration.

Q: It’s been remarkable, the collaboration and the statewide partnerships that have helped Nebraska’s schools move forward through this. How has the willingness to partner and collaborate and work together been beneficial to your mission and what ESUs exist to do since early March?

A: The Legislature was, and I use the word prescient, but maybe they were just really forward-thinking when they created ESUs back in 1965 in state statute, because we’ve provided acillary services to schools for decades.

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What has happened the last six months during this pandemic is that we’ve been able to coordinate and quickly pivot to help our schools receive the services they need. Take remote learning for example. Last issue, you did an expose on Nick Ziegler and remote learning. Well, we’ve continued to build on that.

We know that there were some schools ahead of the game in March, but we’re also working with schools right now, getting them to the point where they’re comfortable with remote learning. We have three remote learning series coming up. Our goal is to help schools level up. Where you have the basic, and you start moving up and becoming more of a guru with remote learning.

Lofquist

Q: You’re not only a house for resources, but a main vehicle in delivering those resources to schools. We’ve seen the pictures, but tell me about the hand sanitizer project.

A: One of the things that we really needed was personal protective equipment this year, and it became hard, if not impossible, to find a source for some of these necessities. The hand sanitizer, we worked with UNL and the Nebraska Ethanol Board, to provide 75,000 gallons for our schools, which, I joke, came flowing through the ESUs. The turnaround on that, it was on a dime. It was incredible.

Additionally, we worked with FEMA to get three million masks for our schools. Right out of the gate, we were asked to be a conduit with local health departments. We had the latest and greatest information, and it helped us all to be on the same page.

The other thing I would emphasize is that schools in different service units, they met at least one time per week, most met twice, to plan and learn from each other as this situation evolved. We would take the most pressing questions to the Governor and the Commissioner of Education during our Monday meetings with them. It was a fluid communicative process.

E S U S POTL I G HT Q: When I was writing the Service Units Support series, it was so apparent to me how absolutely essential ESUs are, and that’s heightened so much during a crises. You’re in constant contact with your ESU administrators. Tell me a little about the leadership they provide.

A: Right now, we have a fantastic ESU administrative team.

Everybody has just been fantastic in pulling together, helping each other, learning from one another and sharing resources.

Q: Another area you’ve made a priority is in mental health.

ESUs provide mental health services across the state, using LMHP’s, to districts who would struggle to provide those otherwise. Why has this remained a focal point in your dayto-day operations?

A: When schools closed down, they didn’t stop. Kids were in need, and it was critical they continued to receive those services via Zoom. One of the things that our ESUCC team came up with was a mental health checklist, just help make sure the emotional needs of students were being met through such a difficult time. That was impressive, and Andrew Easton was instrumental with that. It was a need that was not forgotten, and a need that was addressed when all this other stuff was going on.

Q: With the Coronavirus, and a situation that’s so fluid and changing each day, how important has innovation and creative thinking been in providing and making available timely and helpful resources for our state’s schools?

A: I can honestly and unequivocally tell you that some of the most innovative people in the state of Nebraska are working for ESUs. They are highly trained and they are excellent at what they do. So when something like this happens, they have resources available to them to assist schools.

I think everybody is wondering where this is all going to land.

What happens when you can’t go outside with kids for recesses?

Is COVID-19 going to explode again when the winter gets here?

Another innovative piece is what we’re doing with the CARES Act dollars we’ve invested in Canvas. It’s highly innovative and the best learning management system on the market. We’re promoting that to schools and getting them hooked up. With all that product’s bells and whistles, after training occurs, it is going to make the lives of educators easier.

I’ve never been one for tooting my own horn. It makes me uncomfortable, but on behalf of all the ESUs, I think that when this all happened, we were uniquely situated to create winwin situations alongside our Department of Education, our public schools and our health departments. We’ve been in a unique situation to assist, to improvise and to overcome. And we will continue to do so. ■

FALL 2020 NCSA TODAY

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AF F I LI A T E SPO TL I G H T

A Letter to Myself for My First Year in Education

By Dr. JEFF EDWARDS, NASA President

Edwards

As I sat down to write this article, many topics raced through my head as I contemplated what subject to write on. Leadership? Technology?

Extra Curriculars? I continued to circle back to what advice I would give myself if I was starting all over again. What do I know now that would have helped in my first classroom? Here are some random thoughts that I would include in that letter:

Don’t sweat the small stuff. One of the phrases that I continue to use to this day is, “choose which hill you want to die on!” Is the topic or situation that important to draw the line in the sand? Can my classroom, building, district still operate if the issue is left alone, or does it require action? What happens if the line is crossed and am I willing to react if it is?

Reflecting back on my early days, I’m sure there were situations that I dealt with then, that now would not be that hill to die on. Years of situational experience comes in handy!

Keep students as the focus, ALWAYS! Continue to remember why we chose to enter the education profession. I use the word “chose” as we CHOSE to enter this profession and we continue to be here on a daily basis. There are days, weeks, months that sometimes make you wonder, “Why am I doing this?” A different job/profession would be a lot easier!

Then you circle back to the focus – Students, and that even includes those students that challenge you.

Control the controllable. If the past six months has taught us anything in education, life, etc. is that we should focus on controlling what we can control. Many times, there are events, activities or decisions made for us that we have to control how we react to them. Students are watching. Our reaction has a greater impact on them then we may realize.

When adverse situations are placed in our paths, we can choose to go 100 miles per hour and stumble through, or we can calmly evaluate and create a solution that will move us forward. How we control what is placed in our paths affects many.

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Find a mentor or someone to ask questions. Whether we are in the classroom or in a leadership role, there are always peers in the same or similar position. Don’t be afraid to ask questions. Chances are someone out there has been in the same or similar position that you are facing; use their prior knowledge and experience.

Continue learning. Find a method that works to continue learning. Whether it is continuing education at a college

WHAT ADVICE I WOULD GIVE MYSELF IF I WAS STARTING ALL OVER AGAIN? Don’t sweat the small stuff.

Keep students as the focus, ALWAYS! Control the controllable.

Find a mentor or someone to ask questions.

Connect with those around you.

Take time for family and friends.

Laugh! Have Fun! Celebrate Successes!

or university, a class for fun at the local community college, participating at an NCSA event, continue learning. Social media can be used for great learning opportunities (avoid the comments section!!!) and can be a quick way to connect with educators across the country and world. Challenge yourself to learn something new every day.

Connect with those around you. Whether it is the students in your classroom, fellow teachers or administrators, we are in the people business! A large part of what we do and who we

A FFILIA T E S POTL I G HT are centers around building relationships. Students thrive in situations where they feel comfortable and challenged. Get to know them, not just in a classroom setting. Don’t become an 8-4 educator!!! Attend activities in your school and district. The joy on a student’s face the next morning is second to none when they saw you at their game, concert, performance the night before.

Take time for family and friends. We have all heard the words, “They grow up so quick” and “time flies”. These words quickly become reality as we move through the different stages of life. When I was growing up, I had a Scout leader who took us on a 10 day hiking trip to Philmont in New Mexico. The trip consisted of multiple days of hiking 10 – 15 miles a day, up and down the mountain range. It was common to come around the corner and see him sitting on a rock. When asked what he was doing, his response was always, “watching the buttercups”. There are moments in life and memories that can serve as great life lessons; though as

young kids, we sarcastically viewed this as our Scout leader always needing a break! Now, it serves as a reminder to slow down, take everything in, enjoy life and “watch the buttercups”.

Last but not least: Laugh! Have Fun! Celebrate Successes!

We are in a profession where there are a lot of eyes on us and a lot of opinions (everyone went to school; therefore, they are experts). If we do not take time to enjoy what we are doing and who we are surrounded by, it quickly becomes a job.

Each and every one of us can think of additional topics and suggestions to share with ourselves now that we have some years under our belts. What would you tell your rookie self?

What would you share with that new teacher down the hall?

I will share that my door is always open and please let me know if I can help in any way. Best of luck to everyone as we navigate through the 2020-2021 school year! ■

Nebraska Fall Ed Tech Conference November 2 & 3, 2020 Virtual Conference NCSA and NETA are excited to partner again and offer this year's Nebraska Fall Ed Tech Conference virtually on the afternoons/evenings of November 2 & 3, 2020.

2020 Highlights Include: aBuilding a Community of Excellence with Ken Shelton aSocial Emotional Learning aStrategies for Remote Learning

Registration is now open!

Visit fall.netasite.org for more information and to register.

FALL 2020 NCSA TODAY

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PR OMOT I N G O U R SC H O O L S

What Advocacy Looks Like in 2020-2021

By TYLER DAHLGREN, NCSA Communications Specialist

Checking in with the NCSA Ambassadors In many ways, advocating for Nebraska’s public schools is one of the easiest jobs there is. With so many remarkable things happening in hallways across the state, the living’s good for a plaudit. Find a story, tell a story. In our schools, where innovation runs rampant, the picking is ripe.

“That’s advocacy in a nutshell,” said NCSA Ambassador Kyle McGowan. “All we’re doing is telling the stories that are actually happening.”

And if there were a million stories out there waiting to be told before, there’s two million now. That’s life in the new normal. As challenging as the pandemic has been, it’s reiterated what we all already knew about public schools.

They’re the glue. The cornerstone of communities.

“Schools have stepped up,” said Dr. Keith Rohwer, NCSA Ambassador and, like McGowan, a retired superintendent. “In advocacy, what we’ve said from the beginning, is that we don’t believe people really have a good handle on what schools do, and how they operate and all of the things that happen not only through the course of an ordinary year, but when something like this happens. Schools have answered the bell, again.”

Dr. Cinde Wendell, Rohwer and McGowan have spent the last five years spread across the state spreading the transformational power of public education and promoting the latest films from Nebraska Loves Public Schools. The Coronavirus outbreak has kept them basically stationary since March, but the trio has continued to speak with groups, both educational and community-based, throughout the pandemic.

“Even though we don’t look people in the eye, face to face, like we’re used to, it’s apparent that people are tired, administrators are tired,” said Wendell. “And we’ve talked, as former superintendents, of how relieved we are to be sitting in our chairs now and not theirs, because it just a tough, tough time.”

What’s so unique about the current crisis, Dr. Rohwer explained, is its widespread impact. Everybody is going through it together. That, and the fluid nature of an unprecedented situation.

“What makes this so difficult is that the rules keep changing,” said McGowan. “This is all new territory. The number one thing people want out of their schools is safety. They look at the schools for that. And we’ve seen some great leadership from

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superintendents during this time, making the right decisions and then being able to modify as things change.”

The opportunity for collaboration has been there since early March, when schools were forced to physically close their doors two months before seniors were to graduate. In true Nebraska fashion, the entire education community has since come together in efforts to move forward through the vast uncertainty.

“You have a lot of creative thinking going on,” said McGowan.

“People coming together and coming up with an idea. There’s a lot of creative ideas out there that show good, common Nebraska sense.”

And in those ideas live the stories. It’s as important now as ever that we continue to tell them. To shed light on the successes of students. Against all odds.

“It’s almost by theme, not necessarily by school,” said Rohwer.

“Pick an area, really, and there are people doing extraordinary things to help kids, whether in technology, distance learning, mental health, food distribution and security, the list is an extensive one.”

To date, Nebraska Public School Advantage has published nearly 200 feature stories exemplifying the incredible power of Nebraska’s public schools. Though circumstances have changed, those stories will continue to flood newsfeeds in the new school year. The NCSA Ambassadors will continue the course of their mission, too.

“We need positive,” said Wendell. “We have just been inun-

PRO MO T ING O UR S CHOOL S dated with so much negative and fear of the unknown that we just need to have a spotlight on the positive and the way schools, ESUs, health departments, the Department of Education and communities have worked together through this.”

Students are still at the core of everything you do every day, no matter what that particular day may look like. Kids are the heartbeat of Nebraska’s schools. And that heartbeat continues to grow stronger, even during a global pandemic.

“Everybody’s trying their hardest,” said Wendell. “So many great things are coming from that teamwork.”

That fundamental core principal hasn’t and isn’t going anywhere.

So maybe the new normal isn’t all that different from the old normal, after all.

An update from Nebraska Loves Public Schools

to be important that they continue to do so.

“We’re seeing principals who are sharing video announcements to staff or to their community,” said Mascio. “It makes it feel more personal. That’s helping. Maybe it doesn’t seem very obvious at the time, but that’s storytelling. They’re communicating and inviting more people into the story of their school and what’s happening right now.”

The filmmakers have a short film scheduled to be released in September focusing on social and emotional learning at Banner County School in The Panhandle, and folks are anticipating the release of The Mind Inside: Episode Three, now to be released in February of 2021, too. The team will also be rolling out an online student stories project, similar to the popular Humans of New York photoblog, where students from all across Nebraska will send in photos and share a story about their life as a student today.

You can’t write an article on school advocacy and not talk to the incredible filmmakers at Nebraska Loves Public Schools.

The lead champions for public schools in the state, their team has another year of celebrating successes and showcasing your triumphs slated.

“In many conversations, especially lately, it’s been difficult to really get the opinions of students, not just on COVID, but on other things going on in their lives,” said Social Media Manager Kourtney Kaisershot. “We’re going to start doing that this semester and we’re going to get as many people involved as possible.”

Feel the Love Fridays will once again be held on the first Friday of each month, and will look slightly different this year given the pandemic.

I Love Public Schools has its sights set on showcasing the great things happening in Nebraska in the upcoming school year. As they always do.

“During the first few weeks of COVID, we started Facebook Live conversations with voices from across the state,” said Director of Marketing Brittany Mascio. “We found ways to connect and increase the dialogue – that’s what we want to do with Feel the Love Fridays, as we journey into this school year.”

“Educators are always really humble about what they do, and during this pandemic we’re hearing it here and nationally, this collective ‘Holy cow, schools do everything!’ realization,” said Mascio. “Look at this unexpected maze that you’d never think, even in your wildest dreams, schools would have to take on.”

■

Mascio, who created the I Love Public Schools Day holiday, which will fall on January 20 in 2021, and the team from Nebraska Loves Public Schools are lending tips on telling effective video stories.

Since their beginning in 2011, Nebraska Loves Public Schools has been, first and foremost, about the stories. Since the pandemic broke, they’ve seen schools step more prominently into the digital space to share stories to motivate and connect students and families. Under the current circumstances, it’s going

FALL 2020 NCSA TODAY

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SCHOOL S A FETY & S EC U R I TY

Fostering Resilience in Schools: Adapting and Coping with Change Brought by The Pandemic

By CESAR TORRES and JOLENE PALMER, Nebraska Department of Education School Safety

Torres

Palmer

Adapt. That is what we have done for millions of years.

Through new challenges and stressors our minds and bodies adapt to meet the demands of our environment. We become resilient as we change our behavior to meet the current challenges. Currently, the worldwide pandemic has disrupted our lives, forcing business and schools to shut down; deeply constraining our work, learning, and social activities. Change has been rapid and frequent, often tasking us to revise systems and policies; causing frustration to us and those we serve.

Rapid change is taxing mentally and physically, especially when uncertainty is always present. During frequent stress and change, you may have forgotten about you. So please stop for a second and reflect on you. How are you? How are you coping? Have you been kind to yourself? What steps have you taken to ensure you are strong mentally and physically in order to serve your schools? As you reflect, know that it has never been more critical to ensure your wellbeing and ability to cope, in order to effectively serve those in your schools.

Resilience and Coping for Educators.

As you begin the school year, it is critical to identify your current state. This can be done with self-reflection. Other tools such as compassion fatigue scales are available for free to help you understand your current state. Once you identify how you feel, try and understand where it is coming from (e.g., school, home, work). This will allow you to identify the context you may be feeling overwhelmed in and will allow you to take steps to cope better. This involves planning in identifying your support system, a safe space, and strategies that will help you stay grounded when you feel overwhelmed.

There are many universal coping strategies and everyone

14

NCSA TODAY FALL 2020

has different strategies that work best for them. They are all unique and depend on who you are and what makes you feel better. For this reason, planning and identifying what works for you is important. For some, coping strategies may be in the form of exercise like running, walking or playing golf. Others may be listening to music, art forms like coloring, painting, origami, and even other strategies like breathing exercises, or talking to a close friend. As you plan, know that it takes practice and that your strategies will change. Additionally, know that there is a balance, because too much of one strategy can become harmful if it starts to interfere or becomes another to do list instead of self-care. We hope that you will actively engage in your well-being, since how you cope greatly impacts the work you do with students and teachers.

Resilience for Students and Teachers Professionals are often mandated to be in good physical and emotional health in order to provide effective service to others. The same applies to students, they are not able to learn (do their job) if they are not mentally or physically well.

Students are often expected to change their behavior and to have their emotions under control; a daunting task even for adults. Ironically, children are incredibly resilient and adapt easily, often surpassing adults. However, those skills that make students so resilient are taught, modeled, and practiced in proper school environments. As students adapt to the current times and some learn virtually, those skills are even more critical; tasking administrators to adapt and support creative ways of teaching social-emotional learning.

The first way to provide support is through prevention. Prevention starts by educating students through modeling, practicing, and engaging in expected behaviors. This way students build a routine and know what is expected of them; taking into consideration this will look different across developmental levels. For elementary school children it means presenting information in a way that makes sense to them, modeling, and practice. You may consider asking teachers to create a skit and have students’ practice expected behaviors. You can also support teachers by helping them schedule time for self-reflection with their students, scheduled checkins, stretch breaks, and encouraging building relationships with individual students.

S C HO O L S A FE T Y & S ECURI TY For older students, the message is broader and requires creative programs that actively engage them. This may be in the form of online collaborative learning, leadership roles, and mentorship of younger students. Each activity is done with

"Rapid change is taxing mentally and physically, especially when uncertainty is always present. During frequent stress and change, you may have forgotten about you. So please stop for a second and reflect on you.

How are you? How are you coping? Have you been kind to yourself? What steps have you taken to ensure you are strong mentally and physically in order to serve your schools? "

intentionality and lots of thought. They are simple but powerful activities of support where students actively engage in coping skills with themselves and others.

Teachers also need to be supported, this can be done by giving them the opportunity to collaborate with other teachers and staff, giving them grace as they adapt, opportunities for training and learning, and time to plan and recollect themselves. This is where as an administrator you can support your teachers and students in fostering resilience.

Relationships are extremely important. This may include checking in with students, identifying students who need support, engaging with them to identify a problem, and working together to build a plan. It also requires helping them stay on track and accountable. This approach is also relevant and useful when helping teachers, as the goal is to also help them cope. Having a trusting relationship applies to any developmental level and is critical in letting people know they are

cared for and supported. This also includes knowing what your professional limits are. Having a trusting relationship allows you to refer students or teachers to the appropriate resources when needed.

Support through technology must be considered as students turn to social media and other technologies for support. It is important for schools to be present and aware of students' online behaviors and how they can be supported in this new platform. It is a role schools must adapt to as the social landscape of students continues to change. It would be very useful to collaborate with your lab technicians and others to help keep students safe online.

Relationships and partnerships with parents Communication is critical, especially with parents as they try to keep pace with rapid changes. You may find they are often unaware of the current policies. This may be due to a variety of circumstances such as parents’ workload, ability to read, language barrier, or just not being able to understand the complex language. Schools would benefit greatly from partnering with parents in educating them about policy, the structure of learning, and resources. This way parents are aware and can also implement supports at home. As communication continues, we must be considerate, knowing that parents are frustrated, scared, and overwhelmed too.

Conclusion: Providing specific examples and resources are beyond the scope of this article which seeks to bring awareness and a sense of urgency for schools on the importance of coping and resilience. We invite you to take an active role in your own wellbeing in guiding students and teachers to cope safely. As uncertainty continues about the future of learning, is critical to plan and prevent rather than to react. Please know that there is support within your school: professionals such as school counselors, school psychologist, social workers, and others trained in social emotional wellbeing. Collaborating with your local school resources and using their talents and training will have a big impact in helping your school community become resilient. There is also support for you within the NDE School Safety team. You may contact us any time for suggestions, a listening ear, and encouragement. We also invite you in learning more about coping and resilience by visiting our website (www.education.ne.gov/safety) or contacting us in helping you find resources, provide training, and guidance for coping. â–

FALL 2020 NCSA TODAY

15

P ART N E RS H I P

The Shift that Challenged Education

By JULIE MOORE, NETA Executive Director

As we all adjust to the new (ab)normal that exists in the wake of the COVID-19 pandemic, I am proud of educators and leaders across the state. Over the last few months educators have spent tireless hours planning and preparing for students to learn. Depending on your school or district, preparing for learning may look different than your neighboring school or district. The Nebraska Educational Technology Association (NETA) is here to help and support you in the shift that challenged education these past few months. The word “challenged” does not necessarily heed a negative connotation.

Rather, we have an opportunity to educate differently than we did last fall. We can bring in experts virtually to help students learn globally, enhance collaboration and communication through the use of the right digital tool, and provide resources for students to learn at their own pace.

NETA is here to help!

The NETA board has worked hard over the past few months to provide learning opportunities for educators and administrators, some of which focused on blended learning. Many of the opportunities are still available for you:

NETA Webinar Series - https://netasite.org/webinars •

Access the recordings using the above link. Webinar topics included: Blended Learning, Brain Based Learning Strategies, Seesaw, Google Tips & Tricks, eSports, Social Media, What’s New with Google, Using AR/VR for the Remote Learner, CARES Act, and Screencasts.

NETA Blog - https://netasite.org/blog •

Read through NETA Blog posts on Social & Emotional Learning in the Classroom, Websites for School Collaboration, Bitmoji Classrooms, How to Start Your Own Podcast, and many more!

NETA Book Study with Weston Kieschnick - “Bold School: Old School Wisdom + New School Technologies = Blended Learning That Works” •

16

The book study focused on practical blended learning strategies, instructional strategies, that a person could implement with ease and intention in the classroom.

The book study may have ended, but Weston will be a featured speaker at the NETA 2021 spring conference.

NCSA TODAY FALL 2020

NETA Podcast - https://netasite.org/netagopodcast •

Listen on the Go to short PD segments including podcasts on Blended Learning, S.T.E.A.M and S.T.E.M, Digital Citizenship, and AR and VR in the Classroom to mention just a few.

NETA Sponsored Groups •

Get involved or encourage your staff to join one of NETA’s sponsored groups for free. Each group is supported by NETA as part of efforts to encourage statewide technology initiatives. Members of the group(s) offer support to one another and communicate often.

Technology Coordinator Group •

https://netasite.org/techcoordsponsored

Technology Integration Specialist Group •

https://netasite.org/techintegration

NETA partners with NCSA to offer the Nebraska Fall Ed Tech Conference. This November educators and administrators will have an opportunity to participate in the conference virtually to learn the right digital tools to enhance learning, how to effectively implement blended learning, how to lead in the shift that challenged education, along with much more!

NETA has also offered an educational technology spring conference for over 30 years. March 25-26, 2021 we will come together again to provide an informative conference on educational technology topics that engage students and enhance curriculum. As part of the conference we also offer a Leadership Summit. The speaker for the summit this upcoming year will be Thomas Murray. The summit will focus on, “Personal & Authentic: Designing Learning Experiences that Impact a Lifetime.”

As NETA continues to offer learning opportunities for educators and administrators, let us know how we can support schools! Reach out to me, Julie Moore, NETA Executive Director at executivedirector@netasite.org. To learn more about NETA visit www.netasite.org and follow #yourNETA on social media. Membership to NETA is Free! Join the NETA community at https://netasite.org/join Thank you for all you do every year, especially this year in the shift that challenged education! ■

PRO GRA M S POTL I G HT

Educator Effectiveness in Nebraska: A Call to Action

By Dr. KIM SNYDER, Director of Statewide Teacher and Principal Support RYAN RICENBAW, Nebraska Leadership and Learning Network Specialist

the recognition of inequity and the redefining of the systems responsible for it.

Snyder

Ricenbaw

What can we do as a statewide educational system to ensure that principals in Nebraska are able to truly maximize their impact and influence as school leaders? Today, school leaders are traversing unprecedented territory which leads to difficult times and tough questions, many of which are unanswerable. Due to this disruption, many administrators experience feelings of isolation and hopelessness while challenged to their core by Covid-19. All leaders, regardless of district, location, or organization, must ask themselves: “If the pandemic ended tomorrow, would we revert to pre-pandemic practices and protocols, or capitalize on the forced evolution of districts to better meet the needs of Nebraska’s students?”

It is imperative that educational organizations in Nebraska collaborate to provide the critical support Nebraska’s school leaders need to react innovatively in the face of disruption.

The Covid-19 pandemic doesn’t discriminate and has exposed a crisis in Nebraska’s education system in the form of inequity that existed long before the pandemic brought it to the surface. Student marginalization and institutional bias continue to permeate the education system in Nebraska, and the country. How leaders respond to this crisis today will have a significant impact on the future of education. Rather than simply reacting to barriers presented, leaders must proactively respond by creating and implementing systems of support that leverage innovation to meet the broad-ranging student needs exposed and magnified by Covid-19. Educational stakeholders must act now, through a unified effort, to transform the current barriers into stepping stones, leading to

Support for schools to build a school culture in which attitudes and dispositions are more justice minded and equity driven is vital and requires a shift in how the Nebraska educational community develops teachers and principals. Teachers and principals must have the ability, confidence, and the needed support to address institutional biases that place barriers in front of students, intentionally or unintentionally. A courageous undertaking of this magnitude is impossible without a willingness to work together. Educational stakeholders must expect nothing less than equitable access for all students to effective teachers and principals who hold a genuine belief that each child can learn and grow.

In April of 2020, the Nebraska State Board of Education (SBOE) made a commitment to a common language of effectiveness for all Nebraska’s teachers and leaders by approving revisions to the Nebraska Teacher and Principal Performance Standards. These standards provide a structure designed to address the complexities of teaching and leading applicable to all practitioner levels from novice through accomplished.

The Nebraska Department of Education (NDE) is committed to organized and intentional collaboration with key partners to develop and implement a system using these standards as the foundation to support the educational community in addressing equity in schools. The system is called Supporting Educator Effectiveness through Development (S.E.E.D.) Robust data-driven decision-making processes will be essential to the success of S.E.E.D. and will serve as a bridge between Educator Preparation Programs (EPPs) and the recruitment and retention of effective educators statewide.

The S.E.E.D. system of support is designed to provide context and relevance to the standards document. In response to the S.E.E.D. system, the Nebraska Leadership and Learning Network (NLLN) was created to provide an intentional focus specifically on the principal standards and leadership development of school principals. The NLLN process amplified the awareness that collaboration must be recognized and

Continued on page 18 >>

FALL 2020 NCSA TODAY

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P ROG RA M S PO TL I G H T

Educator Effectiveness... (continued from page 17) valued in Nebraska. As a result, an intentional networking process will be designed to maximize a principal’s impact in schools surrounding equity-driven leadership. This process must involve all organizations within the education community and requires a collaborative partnership that includes district superintendents, principals, principal supervisors, Educational Service Units (ESUs), EPPs, the NDE, and professional organizations.

The extensive expertise and outreach of the NCSA, its programming, and the member services it provides, are vital to the success of the NLLN and S.E.E.D. The NDE appreciates its relationship with NCSA and looks forward to the support and development of education leaders across the state of Nebraska this partnership provides. ■

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NCSA TODAY FALL 2020

352595.0820

E HA UP DATE

The EHA Creates New Healthcare Options

By GREGORY LONG, EHA Field Representative

Recently, the Educators Health alliance pasted a motion instructing Blue Cross Blue Shield of Nebraska to create a new healthcare benefit option called, The Alternate Networks. This plan will be effective for the 2021/22 school year. The goal was to create a plan that keeps the out-ofpocket costs lower for EHA Long members. When discussing Alternative Networks this often is only offered where the networks already exist. This means that it is tied to geographical areas within Nebraska. While the plans are only offered in certain areas of Nebraska the entire pool enjoys the savings to premium because of cost savings within the plan.

An alternative plan means a select provider network with fewer hospitals and doctors than traditional Network Blue.

Within the EHA alternative network (pending area) you have the ability to select Network Blue, Premier Select BlueChoice, or Blueprint Health.

•

Network Blue: This network covers the entire State of Nebraska and the wide network of hospitals and doctors.

•

Premier Select BlueChoice: This network is available in ZIP codes starting with 680, 681, 683, 684, or 685.

Some key hospitals are Methodist Hospital System, Nebraska Medicine, Bryan Health, Boys Town National Research Hospital, and Children’s Hospital & Medical Center

•

Blueprint Health: This network is available in ZIP codes starting with 680, 681, 683, 684 or 685, OR Adams, Buffalo, Hall, Kearney or Phelps Counties. Some key hospitals and health care providers in the network include CHI Health Systems, Alegent Creighton Health Services, Nebraska Spine Hospital LLC, Boys Town National Research Hospital, and Children’s Hospitals & Medical Center.

For a complete list of hospitals and providers visit: NebraskaBlue.com/Networks The alternative network will have 2 base offerings within the deductibles already offered by the EHA. You can either select the $1200 PPO or the $1900 PPO. You cannot do both in one subgroup. It is a per subgroup offering.

•

The first level of deductible will be the $1200 PPO. If a school moves to the $1200 PPO deductive within the alternative network system the deductive within Premier Select BlueChoice and Blueprint Health will be $100 deductible for single and $200 for family.

If a member selects one of the alt networks there 80/20 coinsurance begins after either the $100/$200 deductible has been satisfied. Otherwise if someone chooses the Network Blue your deductible will remain at $1,200.

•

The Second level of deductible will be the $1,900 PPO. If a school moves to the $1900 PPO deductive within the alternative network system the deductive within Premier Select BlueChoice and Blueprint Health will be $550 deductible for single and $1,100 for family.

If a member selects one of the alt networks there 80/20 coinsurance begins after either the $550/$1,100 deductible is satisfied. Otherwise if someone chooses the Network Blue your deductible will remain at $1,900.

As you can see the Coinsurance kicks in very fast compared to the other plan and there is a potential for saving to families.

There MUST be major teaching and comprehension within the insurance plan. We must do our research if this is something to consider moving forward. A couple thoughts that comes to mind are: What networks are my doctors participating? What happens with emergency services? How would the alt network affect my family with specialty doctors?

Rates will be released late October of 2020 for the school year of 2020/21.

Greg Long of the EHA and BCBS is looking forward in educating the EHA school districts and individual members as we move forward. If you are interested in learning more about the Alternative Network, please email me at greg@ehaplan.org to set up a meeting time. ■

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T RE N D S I N S U PER I N TEN D EN C Y

Superintendent Turnover

By Dr.CRAIG PEASE & Dr. JERRY BEACH, Wayne State College

largest school districts and those school districts with the largest populations of students in poverty.

The New Year At the beginning of the 2020-21 school year, there are 45 new superintendents or interim superintendents taking over in 46 school districts across Nebraska. One superintendent made the move from interim to permanent superintendent. The rate of turnover in the state is 18.9% this year, up from 13.1% starting new in 2019-20.

Pease

Beach

After 41 years of tracking Nebraska Superintendents, Dr. James Ossian, now retired Wayne State College educational leadership professor, has passed the baton to us. During his career, Dr. Ossian mentored many superintendents across the state. Dr. Ossian also served students, educators, and communities for 60 years as a teacher, coach, principal, superintendent, consultant, and university professor. Retired may just be a word as he regularly communicates with many educational leaders.

One of Dr. Ossian’s common themes over the years was his disdain for politicians and bureaucrats who tended to overthink everything in the educational system. Some of the latest political meanderings related to the Covid-19 pandemic and schools would likely confirm his theorem. Superintendents are left to manage the challenges of restarting schools despite recommendations that leave many in school-communities scratching their heads. As “The mantle of leadership weighs heavy,” conflicting directions from politicians certainly make leading a district during the pandemic a test for the ages.

In 2015, Dr. Ossian provided these observations for superintendents regarding problems - 1) People create 80 percent of them in an educational organization; 2) Not all problems have solutions, at least in the short term; and 3) Solutions sometimes require retirement parties or moving vans. Twenty-five of the 244 Nebraska superintendents who started the 2019-20 school year, or 10% of them, exited the profession at the end of their contracts. You will recognize them by the smile on their faces. Let us hope Dr. Ossian’s third outcome for solving problems does not drive that number higher in 2021.

A study of the 100 largest United States public school districts

by The Broad Center (May 2018) found the average tenure for superintendents was 3.76 years. The same survey found tenures for superintendents on average to be shorter for those from the

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NCSA TODAY FALL 2020

The median tenure-in-position entering the 20-21 school year is four years. The average tenure-in-position for the state at the start of the new year will be 4.91 years. This mark is slightly better than The Broad Center study for the largest school districts.

The array of 2020-2021 new superintendents reflects these backgrounds: 10 - from other superintendent positions; 21 - from principal positions; 10 - from positions in central offices or school director positions; and, four chose to come out of retirement to assume interim positions or continued after serving as interims last year.

Of 46 changes in superintendent status from a year ago, 25 retired, 12 moved to another in-state superintendent position and one accepted an out-of-state superintendency. Five moved to other educational leadership positions, and one had a role change within their school district from interim position to permanent position. Two left the profession - at least for the time being. Of note is eight first-year execs serving on an interim basis.

Twenty-eight superintendents in year one are assuming a public school superintendent’s position for the first time, and 98 of 244 (40.2%) superintendent positions will reflect three years or less tenure in the same district, inclusive of the 2020-21 school year.

The Veterans Over the past dozen years, Nebraska has averaged about four superintendents who served 20 years or more in the same school district. Last year, the state had two. This year, the number is back up to four. Jon Cerny continues to lead the pack by starting his 28th year as superintendent of the Bancroft-Rosalie Public Schools. Robert Hanzlik is next in line with 21 years leading the Stuart school district. Jeff Anderson of Fullerton and Brad Buller of Syracuse round out those with 20 or more years in the same school system - each has 20 years in his respective school.

Those who have been on the job between 15 and 19 years in the same district include Curtis Cogswell, McCool Junction and Mark Aten, Overton (19); Greg Sjuts, Humphrey (18); and Terry

T RE NDS IN S UPE RINT E NDENCY Haack, Bennington; Del Dack, Paxton, and David Spencer, South Platte all at 17 years. Fred Hansen, Lyons-Decatur; Kevin Wingard, Milford; and Amy Shane, O’Neill are at 16 years; Holly Herzberg, Hampton, and Margaret Sandoz, Niobrara, are both at 15. The numbers for other superintendents with double-digit tenure are three with 14 years, seven with 13 years, four with 12 years, 11 with 11 years, and nine with 10 years.

The Super Supes There are still three experienced superintendents who have chalked up at least 30 years of administrative service. And three more have at least 25 years of experience. The 30+ supes include Steve Joel, 35 years, in Kansas schools, Beatrice, Grand Island, and Lincoln; Tom Sandberg, 30 years, in Axtell, Wilcox-Hildreth, and Wallace; and Dan Hoesing who has 30 years in Ansley, Laurel-Concord (with combinations at Coleridge, Wynot, and Newcastle), Alliance, and Schuyler.

Those supes with 25+ years include Jon Cerny (28 at Bancroft-Rosalie), Fred Hansen (26 at Chambers and Lyons-Decatur), and John Hakonson (25 at Newcastle, Blue Hill, Sidney, and Lexington). Six more superintendents have 20 years or more, including some who have served multiple districts.

Service Unit Directors In 2011, Dr. Ossian started tracking ESU administrators in this annual article. This group of educational leaders provides invaluable assistance to PK-12 school districts in their service areas ranging from staff development to technology. Functioning within each district’s central office administration are ESU 18 (Lincoln Public Schools) and ESU 19 (Omaha Public Schools).

Paul Calvert at ESU 15 now ranks as the senior member of this group of leaders as he begins his 12th year at ESU 15. Other ESU administrators and their years at the helm include Ted DeTurk, ESU 2 at Fremont; Larianne Polk, ESU 7 at Columbus; and Dan Schnoes, ESU 3 in suburban Omaha (7). Three women are beginning their fifth year as an ESU administrator: Geraldine Erickson at ESU 17; Brenda McNiff at ESU 5; and Deb Paulman at ESU 16.

ESU administrators with less than five years of experience include Bill Heimann, Greg Robke, and Greg Barnes all with four years.

John Skretta will be starting his third year at ESU 6. And, Corey Dahl, Drew Harris, and Andrew Dick can all call themselves veteran ESU administrators as they enter their second year in the head post. Kraig Lofquist, CEO of the ESU Coordinating Council, is starting his second year in that position, but has served as an administrator within the ESU system for eleven years.

Women Superintendents A final scan of superintendents looks at the progress the state is making concerning gender equity with the superintendency.

While the AASA 2020 Decennial Study shows the percentage

of female superintendents in the nation at 26.7%, Nebraska trails that number with 12.3% of the state’s top leaders being female.

The three women mentioned earlier, Amy Shane, Holly Herzberg, and Margaret Sandoz, lead this group. Virginia Moon, who will pinch-hit as Centennial’s superintendent this year, has 17 years of experience, including interim stints at Broken Bow, Omaha, Kearney, and Auburn, as well as her permanent role in Ralston for eleven years.

Other Nebraska female superintendents in the fall 2020 group and the number of years in their current districts: Dana Wiseman, Sutton (13 yrs.); Amy Malander, Central Valley (11 yrs.); Beth Johnsen, Conestoga (9 yrs.); Jane Davis, Hershey and Jami Jo Thompson, Norfolk (8 yrs.); Melissa Poloncic, Douglas County West, and Kathy Urbanek, Mitchell (7 yrs.); Candace Conradt, Franklin, Sherrie Edmundson, Humboldt-Table Rock-Steinauer, Stacie Hardy, Omaha Nation, and Lori Liggett, Gordon-Rushville (6 yrs.). Tawana Grover, Grand Island, and Lindsay Beaudette, Emerson-Hubbard, begin their fifth years; and Nicole Hardwick, Boone Central, and Stephanie Peterson, Leigh, are starting their fourth years in their respective districts. Cheryl Logan, Omaha; Heather Nebesniak, Ord; Stephanie Kaczor, Riverside/Spalding; Sadie Coffey, Shickley; Julie Otero, South Central; and Angela Simpson, Loup City are beginning year three. Dawn Lewis is starting her second year at Arlington, and Ginger Meyer, Chadron, Allison Pritchard, Elba, and Shanna Gannon, Shelton, are all taking over the superintendent’s position in new districts this fall.

Despite the slow progress towards gender equity in superintendents’ roles, ESU administrators represent women well. Of the 17 ESU leaders, seven are female. This group includes not only the administrators mentioned earlier but also Sarah Salem in Lincoln and Connie Wickham in Omaha, who lead the ESUs for their respective school districts. The result is 33% of ESU administrators are women.

Selected Historical Nebraska Public School District Superintendent Data. ■

Item

1979-80

2000-01

2010-11

2020-21

School Districts

317

275

251

244

# of Superintendents

317

261

238

243

Median Tenure

3.97

3.74

3.24

4

Average Tenure

6.16

6.36

5.6

4.91

Supt in Year 1

56

52

42

43

Percent Turnover

17.7

18.9

16.6

18.9

Supt with 20+ Years

10

15

9

4

8

25

30

Women Superintendents 2

FALL 2020 NCSA TODAY

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National Insurance Steve Ott sott@nisbenefits.com 9202 W. Dodge Road, Ste. 302 Omaha, NE 68114 800-627-3660 nisbenefits.com

Software Unlimited, Inc. Corey Atkinson caa@su-inc.com 5015 S. Broadband Lane Sioux Falls, SD 57108 605-361-2073 su.inc.com

DLR Group Curtis Johnson cjohnson@dlrgroup.com 6457 Frances Street, Ste 200 Omaha, NE 68106 402-393-4100 dlrgroup.com

Nebraska Liquid Asset Fund Barry Ballou balloub@pfm.com 455 So. 11th Street Lincoln, NE 68508 402-705-0350 nlafpool.org

BRONZE SPONSORSHIP

Audio Enhancement, Inc Keith Hanak 9858 South Audio Drive West Jordan, UT 84081 660-441-9306 audioenhancement.com

University of Nebraska High School Amy Moline amoline@nebraska.edu 206 South 13th Street, Suite 800 P.O. Box 880226 Lincoln, NE 68588 402-472-1922 highschool.nebraska.edu

PRSRT STD. U. S. POSTAGE PAID LINCOLN, NE PERMIT NO. 951

Nebraska Council of School Administrators 455 So. 11th Street, Suite A • Lincoln, NE 68508-2105 RETURN SERVICE REQUESTED

CALENDAR OF EVENTS SEPTEMBER September 24

School Safety and Security - Virtual

OCTOBER October 14-15

Labor Relations – Holiday Inn – Virtual

NOVEMBER November 2&3

NE Fall Ed Tech Conference – Virtual

November 4

Emerging Superintendents Workshop

November 18-20

State Education Conference – CHI Center – Omaha or Virtual

DECEMBER December 2

Legislative Preview

December 10-11

State Principals Conference

*Region meeting dates can be found on the NCSA website.

NATIONAL CONVENTION DATES ASBO – September 30-October 2, 2020 – Virtual

ASCD – March 26-29, 2021 – Washington, D.C.

AASA – February 18-19, 2021 – Virtual

NAESP – July 8-10, 2021 – Chicago, IL