Spring 2023

June 7-8, 2023

Younes Conference Center North Kearney, NE

up to 10 CEUs available

Featured Speakers:

Angee Stevens, LCSW, offers audiences all over the country an opportunity to connect and engage in conversations about the impacts of mental health through the power of storytelling Angee’s unique ability to merge humor with tragedy takes you on a journey of what it was like growing up with a mother diagnosed with Schizo-Affective Disorder and witnessing her mother’s erratic and unpredictable behaviors.

Registration

Now Open!

Dr Sander is a Senior Clinical Psychologist for Hennepin County and the Director of School Mental Health for Hennepin County and the Minneapolis Public Schools. He is also the Co-Director and CoFounder of the Midwest Center for School Mental Health. Dr. Sander is a Certified Master Trainer in the Adverse Childhood Experiences Study and for more than 10 years has been providing training and consultation on developing trauma informed schools and youthserving organizations

Mark Anthony Garrett grew up in the tough inner city of Dayton, Ohio as a foster child and was then later adopted. This experience inspired him to dedicate his life to helping troubled youth and adults overcome the negative challenges within their own lives and discover that they have greatness within them

A former K-12 teacher and school administrator, Theodora Schiro, M Ed , is a veteran educator with over 37 years of experience. The author of A Culture of Caring: A Suicide Prevention Guide for Schools (K-12), she is a speaker and content writer Her primary goal is to provide helpful information about su icide prevention for teachers, school mental health professionals, and district leaders

Mark Anthony Garrett

Angee Stevens

Dr. Mark Sander

Theodora Schiro

TABLE OF CONTENTS

An Afterschool Adventure in Omaha

Plans for Future NCSA Headquarters Unveiled by Kevin Wingard, and Dr. Michael Dulaney

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.

NCSA EXECUTIVE BOARD 2022-2023

Chair – Kevin Wingard

Vice Chair – Patrick Moore

Immed. Past Chair – Brad Jacobsen

NASA Representatives

President – Dr. Melissa Poloncic

President Elect – Dr. Dan Schnoes

Past President – Kevin Wingard

NASBO Representatives

President – Jeremy Knajdl

President Elect – Dr. Bill Robinson

Past President – Dr. Liz Standish

NAESP Representatives

President – Josie Floyd

President Elect – Pam Lowndes

Past President – Erin Gonzalez

NASES Representatives

President – Misty Beair

President Elect – Betsy Skelcher

Past President – McKayla LaBorde

NSASSP Representatives

President – Kenny Loosvelt

President Elect – Nate Seggerman

Past President – Patrick Moore

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

Tyler Dahlgren

Communications Manager

Jen Sylvester

Executive Administrative Assistant

Brenda Petsch

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.

An Afterschool Adventure in Omaha: Completely Kids fuses learning and fun while staying true to name

By Tyler Dahlgren, NCSA Communications Manager

Editor’s Note: A little over a year ago, Learning Community of Sarpy and Douglas Counties CEO Dr. Brad Ekwerekwu gave me a tour of the facilities in North Omaha before we saddled up for an hour-long interview that, to this day, is one of the most insightful I’ve conducted.

The piece on the Learning Community was published shortly after on Nebraska Public School Advantage, and in it, Dr. Ekwerekwu said something that recently had me revisiting it in the archives.

“We’re connectors and supporters,” he stated. “The ultimate goal is to edify. We’re tasked and gifted the funds from the state to be able to do what we said we would do, and that’s to support schools and to support families.”

I caught up with Dr. Ekwerekwu in Omaha recently. We were talking story ideas (NPSA is always on the prowl), and I asked

him if the Learning Community could do what they do best and connect me with a great lead in the area.

Two weeks later, I was walking through the front doors of Field Club Elementary and into the school’s gymnasium, where, among waves of laughter and after-school activities, I found the crew from Completely Kids.

It’s 4:05 on a gray Wednesday afternoon in February, the type of day that naturally induces those inescapable winter doldrums.

It’s wind-down time, but the gymnasium at Field Club Elementary is coming alive again just a half hour after dismissal. During the day, this is an elementary school. After school, its floors become grounds for adventure, which awaits in every direction.

Completely Kids program coordinator Jonathan Sanders (center) said the program balances its two main priorities, fun and learning, in a creative way

In there lies the beauty of Completely Kids and its innovative, curriculum-driven afterschool and summer program that operates out of its downtown headquarters and in 16 schools throughout Omaha.

Field Club is one of Completely Kids CEO Carla Rizzo’s very favorite locations.

“It’s an incredibly diverse group of kids,” said Rizzo. “Diverse in every way. From age, race, ethnicity, to socio-economic backgrounds, and even their interests. You walk out on the playground, and there’s kids playing basketball, there’s kids playing soccer, there’s kids doing art projects. Every kid is engaging and having fun and they like to be here.”

The Completely Kids formula is curriculum-driven, but they don’t exclude fun.

“We prioritize fun,” said program coordinator Jonathan Sanders, who said the Completely Kids recipe contains a perfect blend of the two ingredients. “We marry the two. We make sure that there’s fun in education.”

It’s all about being responsive to what the kids want, Rizzo said. After a long day of school, what any student in kindergarten through the fifth grade wants the most is to let loose a little bit. They get to do just that in one of Completely Kids’ clubs, which are developed by one of the seven staff members on site and contained by somewhat loose parameters, so long as they meet Youth Program Quality Assessment (YPQA) requirements.

“I love seeing the staff innovate and create new things,” said Director of School Based Programs Kymberly Caddell, who oversees six elementary sites and always gets a kick out of the different clubs in session. “Feeling safe, having fun, and learning something, those are the three main things we want every student to gain from this experience. I’m proud that we have awesome staff that the kids feel comfortable going to when they have issues or just need someone to talk to.”

The Learning Community of Sarpy and Douglas Counties provides the funding for the several accredited teachers on staff. That’s another unique component to the Field Club site.

“Having certified teachers running clubs is unique too,” said Caddell. “Typically, the people running clubs are part-time staff who are pursuing a degree of some sort and interested in working with kids.”

The clubs are broad and center around student interests. They’ll dive into everything from the worlds of Harry Potter, Lego City, and Minecraft to viral games like Among Us and coding and robotics. Once an idea is hatched, the staff begins weaving in educational and social-emotional components, an

extensive process.

“It’s perfect for me because I consider myself creative,” Sanders said. “It’s fulfilling, it’s freeing, and it allows us to do really cool things. We try to make sure that everything we do encompasses hands-on participation from the kids. We want it to be interactive and fun.”

Caddell, an administrator by practice but a mental health practitioner by license, said that the Field Club location has a disproportionate number of kids who require mental health services, which Completely Kids is proud to provide.

“Completely Kids is very passionate about our mental health program and looking to grow even more,” she continued. “Every student receives basic social-emotional learning skills. They learn how to function well in society and about handling

Students in the Completely Kids afterschool program have some fun with their club at Field Club Elementary in Omaha. NCSA visited the program, which partners with Learning Communities of Douglas and Sarpy Counties, in mid-February.

Dr. Brad Ekwerekwu

“We’re connectors and supporters. The ultimate goal is to edify. We’re tasked and gifted the funds from the state to be able to do what we said we would do, and that’s to support schools and to support families.”

emotions. We have licensed therapists that come on site and do group and individual therapy.”

Rizzo said Completely Kids and Field Club Elementary share a strong partnership. Field Club is a “No Excuse University” site, and Completely Kids carries that messaging through afterschool activities, too. Program coordinators like Sanders have offices on site, and the organization views itself as another bridge between schools and families.

“That partnership is vital,” said Sanders. “We all need each other. I communicate with the school on a daily basis about the kids we share. We’re in contact regarding behavioral issues and things they’re working on with certain kids. Communication is very important.”

Completely Kids has a junior support staff program composed of high school juniors and seniors. Oftentimes, junior staff members are Completely Kids alums. Most importantly, they have a desire to help kids.

You can have the best curriculum in the world, said Rizzo, but without an engaging and dynamic teacher leading the way, you have nothing.

“That’s the key to success,” she continued. “We have a beautiful holistic model, but what I’m most proud of is the staff we have and what they’re able to do for kids.”

On this particular Wednesday afternoon, Caddell received three hugs just walking into the building. It’s cold outside, but elementary kids have a special way of turning doldrums into dust.

“The little things are the most rewarding things in this job,” Rizzo said. “The kid who’s having a little bit of a rough day, and then they get here and smile, that’s equally as rewarding to me as watching a student walk across the graduation stage. There are no small victories.”

Sanders said everything comes back to making an impact.

“When the kids get my age, I want them to look back and say ‘There was this guy in elementary school, his name was Mr. Jonathan, and he was my favorite teacher of all time,’” Sanders said. “I want their time here to stick with them throughout their entire lives.” ■

Committed to Nebraska Public Schools

Plans for Future NCSA Headquarters Unveiled

Kevin Wingard , NCSA Chair

Dr. Michael Dulaney, NCSA Executive Director

During the course of the past five years, we’ve noted that each parcel of property on the block that the NCSA building is situated has been purchased by a Lincoln development company. NCSA has been the sole holdout to sell our property until we have reached agreement on the best possible circumstances for our organization and members. We are pleased to announce that the negotiations, spanning almost five years, are complete, and we’re now just a few months away from closing on the deal.

We didn’t want to go along with a lateral move whereby we sell our property and receive, in return, the same size building at a new location. We wanted to grow the dimensions of the facility in order to expand our service offerings to members.

The new headquarters site is located two blocks east of the current NCSA building. We will be located catty-corner to the Cornhusker Marriott, where we hold many of our conferences and workshops. We will be less than a block away from the Capitol where so much of our time and attention is devoted.

The new two-story structure will house the NCSA staff on the first floor along with an office rental area as we currently have. The second floor will be dedicated to one of the cornerstones of our organization, which is professional growth. The second floor will have a larger main conference room along with several break-out rooms. We will have guest offices for our members who may, from time-to-time, need a place “to be” while waiting for a meeting to start.

We plan to close on the real estate transaction around the time of Administrators’ Days 2023, at which time we will give an update to our members on how things are going and provide detail on the timeline for construction. If all goes well and according to plan, we hope the construction will be finished in 2024. We are very proud to announce that, through careful negotiations with the development company, approximately 90% of the new building will be paid for by the developer. The remaining portion will be derived from NCSA reserves. We

have worked very hard over the years to build our reserves to where they are now. A good use for these reserves will be to pick up the remaining 10% of the construction cost.

Our existing NCSA headquarters has served us very well over the years. We have enjoyed the current structure since 1995. The future looks very bright for our organization and we look forward to welcoming you to our new headquarters upon its completion. ■

Designer renderings show NCSA’s future two-story, state-of-the-art headquarters on 13th and K, two blocks east of the current office building.

US Secretary of Education Takes Maiden Voyage to Nebraska: Dr. Miguel Cardona the First-Ever Secretary to Visit an Educational Service Agency

By Tyler Dahlgren, NCSA Communications Manager

Four decades in education have given Dr. Dan Schnoes a lifetime’s worth of memorable professional experiences, but before mid-February, not a single one had involved the United States Secret Service.

And yet there they were on the morning of Feb. 7; the protectors of America’s highest-elected officials completing a security walkthrough of the ESU 3 facilities in La Vista, one day before US Secretary of Education Dr. Miguel Cardona’s maiden voyage to Nebraska.

“I’ve been blessed with so many opportunities to do so many cool things in education,” Schnoes said. “Getting a chance to introduce the Secretary of Education into our building, that’s probably number one.”

Not only was it Cardona’s first visit to The Cornhusker State, but it was the first time in history that an active Secretary of Education visited an educational service agency in any of the 45 states where they exist. It was an unprecedented afternoon, Schnoes said, and it capped off a whirlwind of a five-month journey that started back in September when he had a chance to speak with Cardona while advocating on Capitol Hill with the Association for Educational Service Agencies.

That’s when conversations around teacher shortage and retention and mental health services in schools really put Nebraska on the Secretary of Education’s map. After the meeting, which the secretary requested to be extended, Schnoes shook Cardona’s hand and invited him to Nebraska in the future.

Dr. Miguel Cardona (center) gathers for a photo with the panel of mental health professionals and administrators. It was the first time a sitting secretary of education has ever visited an educational sevice agency in any of the 45 states where they exist.

“I said, ‘ESU 3 would be happy to host the visit and we’ll set up whatever you want to see, hear, or learn,’” said Schnoes. “Now, I kind of said that in fun, because how many times does that actually come true?”

History, we know, would suggest never. Then, right around Christmas, Schnoes received an email from the US Department of Education. Wheels were spinning. Dr. Cardona was serious about taking Schnoes up on that offer. The team at ESU 3 started to look at dates in March and April. They were preparing for something big.

On Jan. 30, Schnoes joined a Zoom with Cardona’s staff and found six staffers on the other end, looking back at him, including Deputy Director of Advance Jordan Johnson, who spoke first.

“We’d like to talk about the visit on February 8th,” she said. “This is what Secretary Cardona would like to see and hear.”

Ten days later, Dr. Miguel Cardona was wheels-down in Omaha to get a first-hand look at Nebraska’s first-class education system.

“By Tuesday, we had three Secret Service agents and one state patrolman walking through our building, checking the entrances and exits and laying out where our visitors were going to park and how they’d be positioned,” said Schnoes. “It was a thorough process.”

panelists, said Cardona’s genuineness was immediately evident, and that it helped put the panelists at ease.

“I felt honored to be included in this process,” Farber said. “All of us, as we were processing and preparing, were thinking ‘What a great opportunity to share some of the neat things that are happening in the State of Nebraska’s public schools.’ It was very evident how much he truly cared about what he does and what he’s trying to do.”

Secretary Cardona wanted his time at ESU 3 to be intimate, and since the DOE had sworn Schnoes to secrecy until they issued their Feb. 7th press release, that was no problem. Schnoes started building his guest list, a group of 50 that ESU 3 Director of Student Services McKayla LaBorde called a “who’s who of educational leaders in Nebraska”. Obviously, that number could have been higher, but the setting Cardona preferred, small and intimate, led to an atmosphere that allowed for a deep and honest conversation.

“It was a great way to showcase the work we’re doing in Nebraska, and not just at ESU 3, but across the entire state,” Schnoes said. “I was glad the acting commissioner was here. I was glad we had three state board members here and four from our own board. We invited representatives from Boys Town and other mental health organizations. It was an atmosphere of sharing, collaborating, and learning.”

The panel discussion centered on ESU 3’s premiere mental health services and lasted about 35 minutes. Afterward, Secretary Cardona met with a smaller group behind closed doors. Louisville Superintendent Andrew Farber, one of the

LaBorde said any nerves she had preparing for Secretary Cardona’s visit dissolved only minutes into the conversation.

“My friends and colleagues reminded me beforehand that this is what I do, we do school mental health every day and it’s a passion and a priority for our team,” she said. “I felt very humbled and lucky because we have so many educators throughout the state who are pioneers in this work and have laid a great foundation and are doing very similar things.”

Jen Pollock, who coordinates the school mental health services program at ESU 3, felt pride, both in sharing the work that’s being done by ESU 3’s therapists in schools and communities where mental health services aren’t exactly easily accessible, and in the colleagues sitting around her on the panel.

“I get one of the front-row seats to the work that we’re doing in our districts every single day and the impact we’re having on students and families,” Pollock said. “It was almost a proud

US Secretary of Education Dr. Miguel Cardona made his first visit to the state of Nebraska on February 8 and participated in a roundtable discussion on mental health services at ESU 3 in La Vista.

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mama moment to be able to see my team shine and share their stories. I wish we could have had 17 hours with Secretary Cardona to share all the cool things that we do.”

Farber, who represented building administrators on the panel, echoed Pollock’s sentiment.

“I’m just proud to be part of the Nebraska process and to be a part of the work our ESUs do and the work that our school districts do,” he said.

One of the therapists Pollock mentioned, Jake Cunningham, has been working with ESU 3 districts since their grant was completed last year. He went into the panel discussion hoping to illustrate therapy’s place inside the setting of a school. The two are compatible, he said, though the concept is still a touch foreign.

“Buildings have a school counselor and they have school psychs, but what about school therapists?” Cunningham said. “Can they be compatible without overlapping? I wanted to show and demonstrate that it’s possible. It takes education to teach that. We’re just going to show him that it’s possible, that it works.”

ESU 3 has been innovative in its approach to building mental health services into the infrastructure of its school districts. Combining education and mental health services can be challenging, LaBorde said, but the payoff is well worth it.

“I was impressed by Dr. Cardona’s ability to talk systems,” LaBorde said. “You can tell he was a building principal. He knows education. He has that legitimate and genuine knowledge of what it takes to operate schools every day. Being able to engage in that conversation with him was both valuable beyond measure and memorable.”

Not many educators get the chance to meet the US Secretary of Education, let alone twice in six months, but Schnoes is now on that exclusive list. When he greeted Cardona at the front doors, he offered his hand and “Welcome, Dr. Cardona, to ESU 3.”

“He said, ‘It’s Miguel,’” Schnoes laughed. “So, I said, ‘Welcome, Miguel, to ESU 3.’ That was pretty cool.”

That’s how the rest of one very memorable afternoon went. Dr. Cardona flew back to the nation’s capital later that evening, and those in attendance went back to work invigorated by their time with the US Secretary of Education.

“At one point, Dr. Cardona mentioned that he’s a dad of two boys and when they come home from school, and he asks them how their day went, he just wants them to be happy,” Cunningham said. “He understands the heart of education and why we do what we do. It’s everything. It’s that genuineness that I’ll remember, and it spread through the entire conversation.” ■

Avery Fleck (right) shares perspective with Dr. Cardona during the roundtable on mental health while Jen Pollock (center) and McKayla LaBorde ready to weigh in.

Together We Are Stronger

By Dr. Sara Skretta, Senior Director of Accreditation, Placement & Licensure, UNL

Classrooms with no teachers. Low numbers of qualified applicants for jobs. Declining enrollment in educator preparation programs and historic numbers of unfilled positions have turned a challenge into a crisis for districts to ensure students have quality educational opportunities. No one is immune from the challenges of the educator workforce development shortage. While the cumulative state of things in Nebraska's educator workforce challenges appears daunting, it is important to take a look at the current reality while also uplifting the collaborative initiatives that are making headway in addressing teacher shortages.

Nebraska’s trend of unfilled positions, those that were left vacant or filled by someone other than a fully qualified teacher, exponentially increased from 2021 to 2022 according to the Nebraska Department of Education (NDE) 2023 Teacher Shortage Survey. Some of that could be attributed to a significantly higher response rate, but even so, districts with less than 500 students had 29% of these unfilled positions.

high-quality education to Nebraska students. This is a very special relationship and should not be taken for granted. In many states, conversations and collaborations between the different entities are very limited, if not nonexistent. Together we are stronger and can make a difference, have an impact, and move the needle.

Most Nebraska educational organizations are working on shortage issues specific to their constituencies, but this can result in such work being siloed. The sustainable way to solve the educator shortage crisis in Nebraska is to continue the unified approach on the issue of educator workforce development. Working in tandem on the shortage issue allows for expansion into the areas of certification, diversity of the educator workforce, development and establishment of common initiatives, partnerships, legislative advocacy strategies, and dialogue to keep our classrooms staffed with qualified, certified teachers.

It is through this collaborative environment, even in such challenging times, that innovations and forward progress continue to emerge. NDE’s Educator Pipeline Grants were one of the creative mechanisms that provided financial support to recipients for innovative programs, strategies, and partnerships directly focused on addressing the educator shortage. As NDE Administrator of the Office of Policy and Strategic Initiatives Lane Carr noted, NDE used stakeholder input to develop the Educator Pipeline Grant program, which had the following objectives: (1) Address the immediate shortages of educators, including but not limited to strategies supporting the recruitment, preparation, and retention of teachers, paraprofessionals, education specialists, and leaders; (2) Provide funding to a site and/or a consortium of sites to create localized approaches to addressing the educator shortage; (3) Develop and deepen partnerships to address the complex educator shortage problem.

While facing this workforce crisis, the Nebraska education community is using its unique, informal infrastructure that continues to foster collaboration between school districts, ESUs, educator preparation programs, and the NDE. In Nebraska, we have enjoyed this collegiality for decades, and while we don’t always agree, there is a tacit understanding that we work together toward the same goal – to provide

The Nebraska Association of Colleges of Teacher Education (NACTE) was a grant recipient and is using some of the funding for the newly established Nebraska State Educator Shortage Steering Committee and related programming. (To learn more about the Educator Shortage grants awarded by the NDE and being implemented across the state, see the August 2022 NDE Board report at https://www.education. ne.gov/boardreport/august-2022/.)

Continued on page 13...

SKRETTA

Dr. Sara Skretta

"Collaboration is essential for success in education and helps promote creativity, problem-solving, and communication."

NCSA Honors Outgoing Attorney General with Award of Excellence.

Chair Kevin Wingard presented former Nebraska Attorney General Doug Peterson with the NCSA Award of Excellence on Jan. 3. Wingard, who was accompanied by Executive Director Dr. Mike Dulaney and Associate Executive Director Dr. Dan Ernst, thanked Peterson for his marked impact on Nebraska’s schools over the last eight years.

Throughout his two-term tenure, Peterson showed tireless, dedicated support of students, teachers, and administrators in our state. NCSA has shared a valuable and enjoyable partnership with the Attorney General and his office.

Thank you, Doug! ■

Teacher

Shortage (Continued

from page 12)

The Nebraska State Educator Shortage Steering Committee membership is composed of 20 representative members from P-12, educator preparation programs, and educational organizations and agencies. This committee will assist and advise NDE and the State Board of Education on shortage initiatives to maximize efficiency, minimize redundancy, and support new innovations related to shortages in the state. NACTE and the NDE will co-facilitate the committee this spring. This committee is structured to provide sustainability, diversity in membership, and maintain a coherent, comprehensive approach to educator shortage efforts, recommendations, and implementations in the state after the grant is exhausted to maintain continuity on this important issue.

To continue the statewide conversation and partnerships and address state task force recommendations, NACTE is excited to host the second Nebraska Educator Shortage Summit (2.0) in October of 2023. Educators and those directly related to education will have interactive discussions, action plan, and share innovations and expertise. Collaboration is essential for success in education and helps promote creativity,

problem-solving, and communication. It also helps increase productivity, reduce costs, and improve morale. The Summit will find its success because when different people come together to work on an issue, they bring different perspectives and ideas, allowing for a more complete understanding of the problem and a better solution.

Nebraska is a special place, and while the state’s tourism office may have tongue-in-cheek declared that “it’s not for everyone,” the education community of school districts, ESUs, educator preparation programs, and supporting agencies and organizations working together make it unique. It is the power of the collective conversation and these collaborative efforts that provide strength in advocacy, high-quality education for students, high-quality preparation of and support for teachers, and facilitates the high quality of instructional delivery and academic performance to continue in Nebraska schools. ■

Chair Kevin Wingard presents Doug Peterson with the NCSA Award of Excellence.

Teachers and Administrators Weigh in on Teacher Retention in Rural Nebraska

By Dr. Andrew Offner, Superintendent of Winside Public Schools

I sat in my office four years ago, staring at my computer screen. I'd started the day feeling optimistic about filling our open high school science position. But as I reviewed the list of applicants, I thought, "this has to be a mistake". After weeks of posting, advertising, and recruiting, only two applicants were in the pool. Unfortunately, this experience had become all too common. Ten years ago, we got about 15 applicants for every open teaching position. Within the next five years, applicants dropped to four or five for every position. Now, we're lucky to get more than one. This got me thinking that we need to do a better job of keeping the teachers we have. And it isn't just me - superintendents across Nebraska have shared similar stories of challenges filling teaching positions.

Every year, fewer teachers enter our teacher preparatory programs in Nebraska, with student enrollment in teacher

preparation programs falling by around 38% nationally and 48% in Nebraska, contributing to the growing teacher shortage (NE DOE, 2022; US DOE, 2022). As a result, finding teachers and filling positions in today's public and private school settings has become increasingly difficult. Keeping them in the profession for up to five years is even more challenging.

Teacher shortage factors differ across the nation; however, the high cost of licensure, low pay, poor working environment, and lack of support and professional growth cut across all areas and sizes of districts (Garcia & Weiss, 2020). To address this issue, we must evolve as administrators, focus on retaining our high-quality staff, and consider how we need to grow and change. What can we can do as administrators to keep our people in our districts? Could I get the answers I needed from rural teachers and administrators? These questions led me to the study I conducted.

Recent literature suggests that four primary factors contribute to teacher retention: administrative support, mentoring, positive school and community culture, and financial incentives.

In the study I conducted, 645 teachers and administrators ranked these four factors, and there was a clear consensus that administrative support was the most critical factor in teacher retention. Teachers clearly stated that administrative support is the number 1 driving factor if they stay in a district, with 318 first-place votes out of 548 total teacher votes. Administrators also voted administrative support the highest, with 38 first-place votes out of 91, with positive school and community culture as a close second with 36 out of 91 votes.

Based on survey responses, administrative support means general support when dealing with challenging situations and open and transparent communication between teachers and administrators. Next, respondents indicated having a voice and being valued in the district or building. The ability to meet and collaborate to address problems and work together toward a solution was also highlighted and recognized for doing a good job and working with each other and students. Opportunities to grow professionally through collaboration as a peer group or go outside the district for professional development opportunities were also included as examples of administrative support. Finally, administrative support regarding student discipline was a high priority.

How do we, as administrators, foster this and support our teachers in our buildings and districts? We must build open communication with our staff that allows them to feel supported so they can ask questions and share ideas.

We must emphasize that they are valued team members, celebrate success with them, and build buy-in. We must find resources to allow teachers to work together both with each other in our districts and to go and meet with other contentspecific colleagues to grow. We must promote a problemsolving approach with our staff and do so positively. We must provide the tools for good discipline in our districts to teach our students. Find and develop the discipline model and communication system that best fits the needs of your district, and give your staff a voice in that process. These pieces can build a successful support system and culture in your school and district, leading your staff to want to stay when times get tough.

If we can reframe our thoughts about the teacher shortage crisis, I believe we have a fantastic opportunity to raise the profile of the profession by supporting our staff and forging partnerships to increase retention and a positive culture. We have to move beyond believing that we are already doing all we can and become intentional in supporting staff members. We face a different educational landscape and future. We, as administrators, have the power and ability to keep our teachers in our buildings and build a bright future for students and our communities. Thank you to the almost 1000 teachers and administrators who gave me feedback and direction on keeping our staff in rural Nebraska. ■

Unique Circumstances Allow for Beneficial Discourse Between Administrators, State Board of Education Around Statewide Assessment

Tyler Dahlgren, NCSA Communications Manager

Not long after Kirk Penner was appointed to the State Board of Education, he sat down for a cup of coffee with a school board member from Omaha to chat about assessment.

One cup turned into two, and the Aurora-based business owner, himself a long-serving school board member, soon realized that there were issues at hand regarding statewide assessment.

At the same time, various administrative groups were in frequent contact with the Nebraska Department of Education regarding the state’s impending move to the three-year NSCAS Growth model in place of the familiar MAP Growth model. Not all, but a good majority of Nebraska’s 244 school districts were running into complications trying to blend the two or shift completely to the former.

The department was in a transition of its own, as Commissioner of Education Dr. Matt Blomstedt announced his intentions to retire from the position he’d held for a decade. This matter was urgent, and a group of school leaders saw an opportunity amidst the flux.

“We felt then that it was necessary to re-engage the department, and, at that time, the outgoing commissioner in conversations, and we did,” said Millard Public Schools Superintendent Dr. John Schwartz.

The group of eight, representing six school districts, one service unit, and a university, penned a letter to the commissioner in October, identifying their issues with NSCAS and recommending solutions they believed would ultimately help schools get back on track. Soon after, the group was in touch with the state board, who listened and then listened some more, even extending an invitation to a State Board of Education meeting to five individuals from the school cohort.

“We felt like it was necessary to make sure that the state board was aware of the feedback and recommendations we had shared, knowing that they were quickly approaching a decision on the statewide assessment model for the coming year and that school districts needed a decision on what that was going to look like for the coming year,” Schwartz said.

What unfolded was a period of uniquely collaborative discourse that resulted in a decision to extend local control

and flexibility in assessment practices for the time being. The group of school leaders was careful not to break the chain of command, acknowledging that involving the state board the way they did will never be standard practice. They praised the staff at NDE, and continued conversations around assessment have been nothing but constructive.

“It was important, in this instance, for the state board to hear from our practitioners, and that’s a healthy thing,” said Superintendent of Papillion La Vista Schools Dr. Andrew Rikli. “And once we have our new commissioner, I’m not opposed to having direct conversations with the state board in the future, but I hope as a state we never get in the habit of superintendents going straight to the state board rather than working with the Department of Education when concerns about matters of practice, policy, or assessment arise.”

The circumstances were just unique, and the state’s collaborative spirit once again shined. Deborah Neary, who has represented District 8 on the State Board of Education for four years, credited the assistance NCSA provided the board in coming to a decision and said the discourse with administrators was beyond valuable.

“It’s really important when we’re making significant decisions as a board that we hear from our stakeholders, our superintendents, and our leaders from across the entire state, and that we have a consensus on the direction we should move,” Neary said. “We were only able to accomplish that, especially in the timeframe we had, by working with that small group of administrators and Dr. Dulaney and NCSA.”

Kirk Penner

"There’s no one on the board that has the expertise and the background and understands the impact these decisions will have more than our superintendents."

Penner called the initial request to sit down an “easy ask” from the “ones doing it day after day.”

“There’s no one on the board that has the expertise and the background and understands the impact these decisions will have more than our superintendents,” explained Neary. “Their feedback was absolutely crucial in order for us to make the best decision for Nebraska students.”

The board approved continued funding of MAP Growth for grades 3-8 at their February meeting. NSCAS isn’t going anywhere, but districts will have local control, and flexibility, until the revision is revisited.

“I don’t know if NSCAS Growth is ever going to be where we want it to be, but we have to give it a shot,” Penner said. “We’ve spent millions of dollars on it, so we have to give it a shot.”

The primary difference between the two assessment models, said Gothenburg Public Schools Superintendent Allison Jonas, is that one is a teacher tool and the other is a reporting tool. MAP tells educators what content students are ready to learn, and NSCAS tells educators if students have mastered end-ofyear grade-level content while also requiring a large amount of time for testing.

“For the department to minimize change and maintain stability, especially during a transitory time for them, is really good for all educators, which is good for kids because more of their time is directed towards serving students as opposed to adapting to change,” said Jonas. “It also provides flexibility. It allows us to evaluate in our own districts where we want to prioritize, and based on the needs of our students and teachers, how we can proceed.”

Dr. Schwartz said there are different purposes and strengths for both systems. It doesn’t necessarily need to be one vs. the other, at least not during this period of leadership transition. Trying to find one system that checks all the boxes in the long term may be “devilishly difficult,” which is why, for now, stability is so important.

“We know that MAP will not and likely cannot satisfy the federal reporting requirements, but it is a powerful instructional tool for teachers, principals, students, and parents,” he said. “Likewise, NSCAS in its current reality likely isn’t going to be that powerful instructional tool that teachers are utilizing with a parent sitting across from them at parent-teacher conferences. But, given time, it could be a great summative assessment and used for accountability purposes to help meet federal requirements.”

With so many differing perspectives, maintaining stability became a top priority as conversations continued, shared by building administrators, NDE, and the State Board. The incoming commissioner will soon join in, and with the board’s

recent decision, it won’t take long to bring them up to speed.

“We’ve had a chance to have several conversations about state assessment and accountability in recent days and weeks,” said Milford Public Schools Director of Learning Dr. Mitch Kubicek. “Those have gone very well. We’ve had an opportunity to stop and from a 10,000-foot view think about the best way to do state assessment in Nebraska. It’s been a very good thing.”

The State Board of Education’s plan, according to Neary, is to have a solid plan for the 2024/25 school year in place and reported to school districts across the state by December. In order to make that happen, she added, collaboration must persist.

“In order to be successful in board work, it is completely about relationships with our stakeholders and with each other as board members,” Neary said. “We’re here to serve our stakeholders, so we need to continue having these conversations. I feel like this is just the beginning of something pretty awesome.”

On the long, winding road to assessment stability, over the river and through the flux, it’s important to recognize that Nebraska’s schools have more in common than not. No matter where they stand on the NCSAS/MAP cogitation, said Dr. Rikli.

“There is far more that binds the 244 school districts in Nebraska together than there are differences,” Rikli continued.

“It’s easy for us to get lost in the east versus west, urban versus rural, big versus small. The truth of the matter is that though we’re not in complete consensus, there was a large group of Nebraska schools that felt this was an issue we needed to have dialogue around. If we’re able to do that, we’re going to be stronger as a state and we’re going to get better outcomes as a result.” ■

NATIONAL CONVENTION DATES

ASCD – Mar. 31-Apr. 3, 2023 – Denver, CO

NAESP – July 10-12, 2023 – National Harbor, MD

NASSP – July 12-15, 2023 – Denver, CO

ASBO – Oct. 19-22, 2023 – National Harbor, MD

AASA – Feb. 15-17, 2024 – San Diego, CA

Opening Doors While PrinciPALing!

By Josie Floyd, NAESP President

We have all embarked on this amazing journey as principals. This adventure is filled with challenges, successes, and opportunities to make a positive difference in the lives of those we serve each and every day. Throughout my 18 years as an elementary principal, I have learned so much from those around me. I have had the opportunity to reflect on the power of relationships, taking risks, growing professionally, and serving others to lift them to reach their potential. All of this has helped me to see the benefits and rewards as we truly OPEN DOORS as PRINCIPALS.

Opening Doors For Students

We open doors for our students by building strong and sincere positive relationships which allow them to learn, grow, and thrive in a safe environment. Creating these relationships is an act of kindness and inclusivity that has a profound impact on our student’s overall school experience. Over the years, I have implemented Positive Office Referrals for all students within the elementary school. We have worked hard to change the narrative of why a student is “called to the office” and why the principal would be calling. It is no longer that a child is in trouble or sick and needs to go home! The impact the positive office referrals have on all stakeholders (staff members, students, parents, grandparents) is powerful! To witness a student getting to hear positive news about themselves, identifying someone special that they want to notify, to then observing them communicate the message is absolutely heartwarming. Furthermore, the reaction from the receiving side of the phone line extends the positive reinforcement even more. This initiative shows that we truly care about the well-being and success of ALL students. Additionally, this small gesture creates a positive school culture where students feel valued, supported, and empowered to pursue their dreams & goals.

Opening Doors For Staff

We play a crucial role in creating a supportive and collaborative environment for teachers. In an era of teacher shortages, we must be diligent and focused on taking care of our teachers

and encouraging others to join one of the best professions around. How do we open doors for our teachers? We create opportunities for them to expand their knowledge, develop professionally, and collaborate with other educators. When staff feel valued and supported, they are more likely to be engaged and committed to their work. As principals, we have the opportunity to create a culture of collaboration and teamwork where staff members feel comfortable sharing their ideas and working together to achieve common goals. By opening doors for our teachers, we show that we value them as individuals along with their contributions, which can lead to an overall positive and productive school culture.

Opening Doors For Your School

Utilizing social media to share stories about all that takes place within our environment opens doors! It assists in telling a story through words and photos. It paints a picture for our stakeholders to allow a glimpse into our daily world. For viewers, it creates curiosity, understanding, and tremendous pride in all that we do. I encourage you to “tell your story” through social media because if you aren’t telling it, someone else is making it up for you! Snap a photo, tell a story, and open doors for your school. It is amazing how many people will notice the great things you have going on and carry it on like a ripple effect!

Opening Doors On Your Journey

Those who are willing to take risks and try new things are more likely to grow as leaders and open new doors for opportunity and growth. I have always loved learning new things, but taking risks is something that doesn’t come easily for me. Just ask my team about the “zipline” in August! Stepping out of our comfort zone can be intimidating, but it can also lead to new discoveries and positive change. A year ago, I was completing my Specialist program and, in all my spare time, reading some great children’s books. All of you know the powerful messages that come from a great picture book. Perusing through the pages of Trying by Kobi Yamada and What The Road Said by Cleo Wade, provided me with the opportunity to reflect on the possibilities of stepping out of my comfort zone and trying something new and challenging. By embracing change and taking a risk, we can inspire our staff and students to do the same, creating a culture of growth and innovation. This mindset can also lead to new opportunities such as serving

FLOYD

Now More Than Ever!

By Kenny Loosvelt, NSASSP President

It has been an honor to serve as NSASSP President this year. After teaching for 14 years in a high school and serving the past 10 years as a principal, first at the elementary level and now in a middle school, I never saw myself as much of an advocate or even a person who is able to make much of a difference regarding the principalship. That all changed last year when I went to Washington, D.C. for a leadership conference with fellow administrators, who at the time were strangers, but now I communicate with them almost daily. In March of 2022, I got a phone call asking if I would fill the vacant role of President of NSASSP, and had I not gone on the trip to DC, I would have come up with some type of excuse. But because of my DC experience, I learned a few things about myself. I learned that it doesn’t take somebody special to fill this leadership role, but when you take on this role, you work with special people. I learned that what we have in Nebraska is special and NOW MORE THAN EVER we need to stand up and fight for this incredible profession.

One thing I bet you already know is that public education is in a fight. Some people think they know what is going on in our classrooms and our buildings. Some people even try to pass laws about education who have not so much as discussed with any person in education the impact of said law. What we need NOW MORE THAN EVER is for administrators, teachers, para-educators, cooks, custodians- anyone in your building- to stand up and be proud and promote the numerous positive things happening in your buildings each and every day.

I attended a National Association of Secondary Schools

Principals conference in Louisville, Kentucky this past summer, and there was a principal from Utah who talked about a recent encounter she had had at her local grocery store: an encounter that could have easily happened in York, Rushville, or Madison, Nebraska. The principal was standing in line, and several people in front of her was a teacher from a neighboring school. The grocery clerk, knowing the person was a teacher, asked how things were going at school. The teacher replied very negatively: “Oh my goodness you can’t

believe how terrible the kids are and how difficult my job is” or something to that effect. Now I am sure if you think about it, you can remember a time when either you or a colleague heard a similar conversation with someone from outside of your school building.

We need to end these types of conversations. Yes, we have struggles in education. Yes, we have challenges and issues that we work hard to overcome. But what can the grocery store clerk do about any of the challenges and issues? Furthermore, what does the clerk assume about the field of teaching, and what are they going to tell their family and friends about our wonderful profession? These types of conversations only continue to encourage fewer and fewer people to teach and reinforce the false narrative that our education system is failing.

My challenge to my fellow administrators as we get to this crazy hectic springtime- a time that is already filled with deadlines, state assessments, and field trips: is to have a discussion at your next staff meeting about being purposeful with your conversations with people outside of your building. Let your staff know that it is okay for them to be frustrated and feel overwhelmed and that if they do, you are always there to support them and work through difficult situations together. Don’t be our own worst enemy. Let's promote this profession and let people know that even though we do have our challenges, we enjoy seeing kids succeed and making a difference in the lives of young people. Encourage them to promote just a few of the many positive things happening in their classroom through their local newspaper or on social media. Because NOW MORE THAN EVER we need it. ■

LOOSVELT

Lead Nebraska: Building our Nebraska Ed Leadership Pipeline

By Dr. John Skretta, ESU 6 Administrator

In the summer of 2022, Educational Service Unit 6, headquartered in Milford, Nebraska, and serving 16 districts across a five-county area, was one of the identified grant recipients awarded $150K in ESSER funds as part of a broader Nebraska Department of Education initiative that distributed $1.3 million to school districts and ESUs for innovative proposals to address educator shortage issues across the state.

We’ve known for some time that we have an enormous challenge in educator workforce development and that we need to think about how we can leverage resources at a regional level and connect with strategic partners.

ESU 6 had already attempted a number of recruitment and retention-related initiatives to support area schools, including a Future Educators Day that was profiled in November 2021 by Nebraska Public School Advantage. Our school district superintendents and principals had identified cultivating leadership potential in outstanding teachers as a critical need within their districts, and they logically sought help from their ESU to be able to combine forces and commit some additional effort and energy to the project.

UNL Educational Administration and the Nebraska Council of School Administrators have partnered with ESU 6 to make the project possible. Both the higher education institution and the membership association had identified similar challenges and were seeking logical ways to make a positive impact on leadership development. Enter Lead Nebraska and the first group of Lead Nebraska Fellows.

Lead Nebraska is a multifaceted, educational leadership development program that consists of a series of four fullday seminars over a semester incorporating expert teaching, best practice recommendations, research-based evidence in educational practice, and practical advice from experts in the field. The first cohort of 18 teacher leaders representing

schools from across ESU 6 convened in the spring of 2023. The lead teacher, chief facilitator, and leadership guru masterfully designing and delivering each session is UNL Associate Professor of Practice, Dr. Scott Sturgeon. Dr. Sturgeon draws upon substantial field experience as a veteran OPS principal who is able to distill leadership lessons from years at the classroom and building level, navigating challenging situations to ensure excellent student learning outcomes. Each meeting of the Lead Nebraska Cohort contains a separate thematic focus for aspiring school leaders, ranging from continuous improvement and curriculum leadership to operations, finance, and human resources administration.

We simply would not be able to do what we are doing without the instrumental support and integral involvement of NCSA as a partner. The members of the initial cohort have been provided student memberships in NCSA. NCSA Associate Executive Director Dr. Dan Ernst said, “Leadership development and support is a primary function of our association, and NCSA is proud to participate in this initiative. We welcome similar initiatives, and know that in a challenging time for educators everywhere, it’s imperative that we do what we can to support and strengthen our educational leaders.”

Fellows in the Lead Nebraska cohort were selected through a referral, application, and review process overseen by the partnering entities. The teacher leaders were recommended by their district administrators and selected based on having demonstrated leadership potential within their respective roles in their local school districts, as well as having identified interest in pursuing a formal pathway to administrative credentialing via a graduate program of study.

Commenting on the participants, UNL Educational Administration Department Chair Dr. Nick Pace described the Fellows as “Some of the best and brightest educators in the ESU 6 region. When you meet them, it’s easy to see why they’ve been tapped on the shoulder as future principals and leaders. It’s impossible not to be inspired by their commitment to students and by the Leadership Luminaries who share wisdom and insight every month. As Nebraska’s land grant research university, we are committed to growing the next generation of leaders from within communities across the state.”

SKRETTA

Each full-day seminar includes a special presentation from an accomplished ESU 6-based expert in the field, described as a Leadership Luminary. The initial invited Leadership Luminary was Dr. Angela Plugge, Waverly Director of Learning. Commenting on the program, Dr. Plugge said “The tradition of educational leadership in Nebraska has always been about growing our own. The Lead Nebraska program is formalizing this process by providing the necessary guidance and resources to inspire the next generation of educational leaders. I am grateful to UNL and ESU 6 for fostering the conditions to develop the visionary leadership of these upcoming leaders.”

Norris School District Superintendent Dr. Brian Maschmann was a Leadership Luminary who spoke to Lead Nebraska Fellows on operations, fiscal management, and personnel matters. “It’s fantastic that this group has an opportunity to take some time out of their busy teaching schedules due to the support from the grant, in order to listen to seasoned building and district administrators and build their individual leadership skills. It helps sharpen their focus and desire to become administrative leaders in our schools.”

Through the grant resources, participants are able to acquire, initial entry-level, graduate credit, and formal admission to the UNL Education Administrator program.

Lead Nebraska Fellows providing comments for this article indicate that thus far, the experiences have been both motivating and rewarding. Norris Middle School Social Studies teacher Eric Lechtenberg is one of the first Lead

Nebraska Fellows. Eric said, “The Lead Nebraska program has connected me to other future school leaders and provided opportunities to learn valuable skills from some of the best educational leaders in the area. I look forward to applying my learning from the seminars and resources provided!”

Milford Elementary School Counselor and Lead Nebraska Fellow Faith Towle said, “The Lead Nebraska experience has given me the opportunity to explore the potential for future leadership in our Nebraska schools. It has been a joy to meet, learn, and grow with like-minded individuals around the area.”

Another member of the first cohort, Centennial teacher and head football coach Evan Klanecky, stated, "Having been selected to be a part of the Lead Fellows Program has given me a great jump start and insight into building administration. These seminars have a great variety of topics and discussions that really invoke our thoughts as to our future as leaders. I look forward to attacking the rest of this process and appreciate the impact that Lead Fellows has had on me thus far."

Jordan Hinrichs, Seward High School math and science teacher, said of the experience, “The Lead Nebraska seminars have provided a great opportunity for educators in the ESU 6 region to share their leadership experiences while learning more about educational leadership through the experiences of others. It has been great networking with other teacher leaders.”

Lead Nebraska anticipates a second ESU 6-based cohort in the spring semester of the 2023-24 school year. ■

Affiliate Leadership (Continued from page 18)

in a leadership role, being invited to speak at a conference, or hopping on a podcast with Adam Welcome! Ultimately, by taking risks and trying new things, we can position ourselves as dynamic leaders who are always looking for ways to improve and grow.

Opening Doors For Involvement

As a first-year principal, I was quickly introduced to NCSA & NAESP. It was the seasoned principals within Region V who reached out by phone to personally invite me to the regional gatherings. Those individuals quickly became part of my personal and professional circle. I was hooked up with my people and can say this was one of the most important first steps of my journey as a principal. While diving in and getting involved comes very naturally for some, for others of

“us”, we may need a big nudge while riding a roller coaster at Disney World! Making the decision to get involved with the NAESP Board about 10 years ago has been life-changing. It has provided me with opportunities to expand my circle of influence not only in Nebraska but across the United States. I have had the privilege of advocating for legislation at the State and National levels. Attending professional conferences such as Admin Days and NAESP National conferences has allowed me to beg, borrow, and steal so many wonderful ideas from many of you. My leadership skills have grown (and I still have so much to learn) from the experiences and most importantly, the people. Serving as your NAESP President has been a true honor and experience that I will forever cherish. I encourage each of you to take a risk, try something new, and continue to OPEN DOORS for all you serve. Thank you for all you do! ■

Advocacy on the Road: NCSA Ambassadors, Nebraska Public School Advantage Embark on Seventh Year of Promoting Public School Successes

Tyler Dahlgren, NCSA Communications Manager

“Everything we do has to tell a story.”

I rarely revisit a story, let alone a singular quote. The school year moves fast. Heck, six school years move fast. I think about the seniors I interviewed back in 2016, my first year on the public school beat, you could say, and can’t believe those “kids” are now nearing the age I was when I landed a 26-year-old feature writer’s dream job.

More than 300 feature stories later, I thought it was due time for a deep breath and a look back.

Dr. Keith Rohwer, one of the three NCSA Ambassadors I’ve been fortunate enough to join on this advocacy adventure, and I recently presented on “The Nebraska Way” at ESU 4’s Engaging Educators Conference at Peru State. I supplemented each of Dr. Rohwer’s talking points with an NPSA story from the past.

For the first time in six-and-a-half years, I dove into the archives. I revisited Bayard’s tornado relief team and Grand Island’s group of student aviators. I laughed at the time I stuck my hand in a cannulated steer in North Bend and put myself back on the S-E-M football field, where Dr. Cinde Wendell and I experienced a lunar eclipse with one amazingly welcoming student body. Somewhere between the pages, or, perhaps in my mind, on a stretch of lonely highway somewhere in the middle of our beautiful state, I realized something: I am still inspired.

For a writer, that’s all that matters. The stories haven’t lost any of their luster. And neither has the process. The people may change. The purpose, though, remains the same.

One of my favorite places to scoop a story is South Central Unified School District 5. Now, if you’ve driven by their beautiful NCAPS building along Highway 74, you’ll easily understand why. It’s a gorgeous building filled with innovation and creativity.

“Everything we do has to tell a story.”

I was out there in November to do a piece on Sandy Creek

High School’s digital media team when tech director Jeremy Borer wrapped up an interview with this line. I had just asked the students about making a mark on their school. On leaving a lasting impact. Above all, the high schoolers agreed, they simply want their work to live as a reflection of the school district that they’re proud to call home.

How cool, I thought. And how coincidental, too. For nearly seven years, I’ve wanted the same. For my work to live as a reflection of Nebraska’s public schools.

Eventually, I climbed out of the archives. Revitalized, refreshed and, thanks to you all, inspired. ■

Share your school district’s story leads by emailing Tyler@NCSA.org!

NCSA Ambassador Dr. Keith Rohwer asks a question while moderating a panel discussion on school culture during ESU 4’s Engaging Educators Conference.

NCSA Communications Manager Tyler Dahlgren interviews AshlandGreenwood seniors Kaitlin Pfeiffer and Jeris Anndannandus while on a story assignment in late February.

Research for the Real World

The University of Nebraska-Lincoln (UNL) Department of Educational Administration (EDAD) faculty conduct leading research and outreach related to the most pressing and complex challenges and opportunities in the education field and support students in connecting theory to practice. Below is a summary of recent hands-on research published by a UNL EDAD faculty member and his doctoral student. Please contact them directly for questions and comments.

UNL Announces “Femtoring” Intiative for Aspiring Women Superintendents

By Dr. Don Johnson, Assistant Professor of Practice Educational Administration, University of Nebraska-Lincoln

How it Started

I am one of seven kids (six boys) born to Bob and Hilda Johnson from St. Edward, Nebraska. My brothers and I make an annual gathering for the boys' state basketball tournament in Lincoln. This past tournament, I was very distracted as I was to interview for an Assistant Professor of Practice for the University of Nebraska-Lincoln. An opportunity to work at UNL was a dream come true. The interview was a ton of fun, and I was excited when I was invited to join the UNL EDAD team starting in the fall of 2022.

Fast forward to later that summer at Administrators’ Days in Kearney where I had just met some of my new colleagues from UNL. They were having lively discussion regarding a presentation that occurred earlier that day at the Nebraska Association of Professors of School Leadership (NAPSL) meeting. The conversation centered on the Superintendent Research Project presentation by Drs. Jerry Beach and Michael Sieh which focused on current school superintendent recruitment and hiring trends. The statistics regarding the percentage of women who were serving as superintendents in the state of Nebraska were alarming; only 12% of superintendents are women, considerably lower than the national average of 26.7%. It then went from the perceived reasons for the low percentage of women in the role to what we could do for our students in the EDAD program at UNL, many of whom are women.

State and National Research

The conversation with my colleagues, along with the Superintendent Research Project, piqued my interest, so I decided to research it further with the hope of coming up with some solutions for the students here at UNL. I found

that the disparity was further exacerbated by the fact that 54% of the principal roles nationally are made up of women according to a 2020 report by Ramaswamy in USA Today. A closer look at the data showed that 68% of elementary principal jobs were held by women, while men held 67.3% of the high school principal positions and 60% of middle school principal positions. This highlights a key division in the field according to a 2015 report by New York Council of School Superintendents (NYCOSS), where 81% of new superintendents came from either a middle/high school principalship or elsewhere in the district office. The last telling statistic in this situation is that 76% of the nation’s educators are women.

The author highlighted one former superintendent and one acting superintendent, both from New York, speaking about bias they faced on the job. Both women said that the most common stereotypes placed on a woman superintendent is that they are often perceived as being emotional. Being emotional is typically seen as a weakness when associated with women but a strength when connected with a man. Another bias facing women applying for the superintendency is their role as a primary care giver. Boards of Education still struggle with the outdated question of whether women can handle both leading a district and raising their kids, while men rarely face similar questions. The last issue raised in the research was the perception that women had to be more qualified than the men applying for the job.

In 2016, AASA launched an initiative to help women reach the superintendency earlier in their careers and stay in the role. Jacinda Conboy, leader of the Women’s Initiative,

JOHNSON

pointed to a Hewlett Packard study that found men will apply for a position if they meet 60% of the qualifications, whereas women will apply for a position only when they meet 100% of the qualifications. The perception from society is women must be better, work harder, and be more qualified than their male counterparts.

The pipeline to the superintendency traditionally starts with the classroom teacher ascending to the principal’s office and then on to the role of the superintendent. National trends, according to the Center for American Progress (Partelow, 2019), indicate that there were more than one-third fewer students enrolling in teacher preparation programs in 2018 than in 2010. When looking at enrollment by gender, there was steeper decline in men enrolling than women. In Nebraska, during that same time and from the same study, there was a 42% drop in teacher preparation enrollment of which 60% were men and 40% women. The University of Nebraska’s enrollment patterns for their teacher education program would indicate that there is a much higher percentage of women entering the pipeline at both the teacher and principal levels.

What to do about It!

Equipping women to compete for the highest school administration jobs in the state will take an intentional effort. In USA Today, Ramaswamy pointed out the key for potential women administrators is to have strong women role models and mentors in those top position. “Mentoring ladies to make sure that they have a crystal-clear mission and vision of how

they want to serve is important,” said Deborah Wortham, superintendent in New York, East Ramapo. Training programs such as the ones run by NYCOSS give women a lot of support including professional networking and opportunities to collaborate with other women in these roles.

In response to national-level research as well as the need in Nebraska, I am excited to be implementing a new initiative for women UNL superintendent candidates. The “femtoring” program will match UNL superintendent candidates with current women superintendents. We’re partnering across the state to build community and relationships that will help women UNL superintendent candidates navigate the quest to become a superintendent and thrive once they’re hired. ■ For more information or to get involved contact Dr. Don Johnson at DJohnson171@unl.edu

Contact Information:

Dr. Don Johnson

DJohnson171@unl.edu

Assistant Professor of Practice Educational Administration

University of Nebraska-Lincoln

CALENDAR OF EVENTS

Mar. 29-30

Celebrating Women in Leadership – Holiday Inn – Kearney

Apr. 12 GRIT – Cornhusker Marriott – Lincoln

Apr. 13-14

Apr. 20-21

June 13-14

July 26-28

NASES Spring Conference – Courtyard Marriott – Lincoln

NASBO State Convention – Cornhusker Marriott – Lincoln

Educators Academy for Legislative Advocacy – NCSA Offices – Lincoln

Administrators’ Days – Younes Conf. Center – Kearney

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

Improve outcomes for all learners

Cognia® partners with you to improve schools, engage students, and achieve better outcomes for all. Our membership helps you transform thinking, gather meaningful data, and improve instruction with comprehensive resources like:

• The Cognia Learning Community, our online PD platform

• Teacher and classroom observation tools

• Surveys, diagnostics, and inventories

Explore the many benefits of membership. Contact Shannon Vogler, Director, Midwest Region at shannon.vogler@cognia.org.

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National Insurance Services

Megan Ware mware@nisbenefits.com

268 N 115th St, Suite 4 Omaha, NE 68154 402-506-2170 NISBenefits.com

Nebraska Liquid Asset Fund

Barry Ballou balloub@pfmam.com

455 So. 11th Street Lincoln, NE 68508 402-705-0350 nlafpool.org

OnToCollege

John Baylor john@ontocollege.com

P.O. Box 30792 Lincoln, NE 68503 402-475-7737 ontocollege.com

TeamMates Mentoring Program

DeMoine Adams dadams@teammates.org

11615 Centennial Rd. #200 La Vista, NE 68128 TeamMates.org

Trane Matt Foertsch mfoertsch@trane.com

11937 Portal Road, Ste. 100 LaVista, NE 68128 402-718-0721 tranetechnologies.com

UNANIMOUS Matt O'Gorman matt@beunanimous.com

8600 Executive Woods, Ste. 300 Lincoln, NE 68512 402-423-5447 beunanimous.com

Crouch Recreation, Inc. Eric Crouch nicole@crouchrec.com

1309 S 204th Street #330 Elkhorn, Ne 68022 402-496-2669 www.crouchrec.com

Cunningham Recreation / GameTime

Terri Strong terri@cunninghamrec.com P.O. Box 240981 Charlotte, North Carolina 28224 800-438-2780 cunninghamrec.com

Humanex Ventures

Brad Black info@humanexventures.com

2900 S 70th Street, Ste. 100 Lincoln, NE 68506 402-486-2158 www.humanexventures.com

Modern Images

Bradley Cooper brad@champshots.com

13436 So. 217th Street Gretna, NE 68028 402-991-7786 misportsphotography.com

Piper Sandler & Company

Jay Spearman

Jay.Spearman@psc.com

11422 Miracle Hills Drive, Ste 408 Omaha, NE 68154 402-599-0307 www.pipersandler.com

Renaissance Heather Miller heather.miller@renaissance.com 2911 Peach Street Wisconsin Rapids, WI 55494 800-338-4204 ext. 4712 renaissance.com

Software Unlimited, Inc. Corey Atkinson caa@su-inc.com

5015 S. Broadband Lane Sioux Falls, SD 57108 605-361-2073 su.inc.com

BRONZE SPONSORSHIP

University of Nebraska High School

Shauna Benjamin-Brice highschool@nebraska.edu

206 South 13th Street, Ste. 800 P.O. Box 880226 Lincoln, NE 68588 402-472-1922

highschool.nebraska.edu

Nebraska Council of School Administrators

455 S 11th Street, Suite A • Lincoln, NE 68508-2105