The Illinois School Board Journal

J A N U A R Y / F E B R U A R Y 2 0 1 3 Vol. 81, No. 1

CONNECTIONS

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LEARNING

PLUS: RELEVANCE PARADOX • GOOD-BYE • TYPE 75 • CENTENNIAL YEAR

What if there’s another way...

... to build for student success

PLUS: RELEVANCE PARADOX • GOOD-BYE • TYPE 75 • CENTENNIAL YEAR

Happy New Year 2013! For those

of you who might have been

worried about the Mayan calendar

“end of days” prediction on Decem-

ber 21, 2012, it looks like we have

survived. Those of you who have

“triskaidekaphobia” might be enter-

ing the year with a bit of trepidation,

but at least only two Fridays this year

are on the 13th.

Here at the Illinois Association

of School Boards, the number 13 and

the calendar take on a great signifi-

cance this year. December 13, 2013,

marks the 100th anniversary of your

Association. (Pause here to throw

confetti in the air if you wish.)

We are not sure as yet what all

will be planned for the year, but we

do know that 2013 will be special

in a number of ways. And we want

our members to be part of it.

When 25 school board members

met in Quincy, Illinois, to form the

Illinois State School Board Associa-

tion, they probably had little idea

of what the organization would look

like in 100 years … or that it would

survive and grow as it has.

What they did know was that

they wanted an organization that

would be voluntary, that would serve

the best interests of public education

in the state, that would have an impact

on school management issues and

that would help differentiate the roles

of school board members and admin-

istrators.

District membership in IASB is

currently at 99 percent. Many states

… except where membership in a

state association is mandatory …

would be envious of that mark. But

this is not something that we take for

granted.

IASB staff constantly looks for

ways to improve products and ser-

vices for members. At each confer-

ence, division meeting, training

opportunity and event, staff asks for

your input — what you liked, what

you didn’t like, how we might improve,

etc.

If you didn’t take the post-con-

ference survey and have specific items

you would like to discuss, please con-

tact the field services director for

your division. If you want to know

more about any service that IASB

offers or how we might better serve

you, we’re as close as an email or a

phone call.

As the Association enters its 100th

year, the staff who serves you from

the Springfield and Lombard offices

is even more aware that in order to

be successful for another 100 years,

IASB needs to keep evaluating what

it does and how it’s done. Even though

the 2012 Joint Annual Conference

was a success, we held a staff debrief-

ing to get our own views on how we

can do even better in 2013. We did

this last year as well, and a number

of new ideas surfaced and were put

in place, including opening the

Comiskey Room earlier and putting

out programs on Thursday evening

for those who want to start planning

with a program in hand.

While the biggest portion of the

celebration for IASB’s centennial will

most likely occur at the 2013 Joint

Annual Conference, you will notice

increasing references throughout the

coming year. We began late last year

adding a centennial logo to our mail-

ings, and it was featured on a slide

during the PowerPoint presentation

shown before the general sessions at

this year’s conference.

You’ll also see that logo in this

issue on the first of a series of arti-

cles that will highlight IASB’s histo-

ry and try to frame Association events

in terms of what was happening in

the state and the world at the same

time. We want to help you put edu-

cation and the history of the Associ-

ation in a perspective that you can

relate to happenings in your own life

and the life of your school district.

We want to offer you the oppor-

tunity to contribute, too. If you have

pictures of your district from 1913

and would like to share a digital copy,

we would love to be able to publish

them later in the year. If your district

was one that was created in 1913,

we’d like to know about that, too. If

you built a school in 1913 and it’s still

in use today, we want to share it.

One of the most fascinating things

about looking into history is how

much things change, and yet how

much they remain the same. To help

prove that, we are adding a quote

from 1913 that will appear in each

“Tale End” section on the back cov-

er of The Journal. Quick! If you haven’t

already looked, take a peek at what

Thomas A. Edison said in 1913 about

how education would be revolution-

ized by the mid-1920s because of his

invention of the motion picture cam-

era.

Education may not have been

revolutionized by his invention, but

go ahead and smile just a bit if you

remember being excited when a pro-

jector was in the classroom when you

were in school. Now think about stu-

dents in your classrooms learning

from videos on their own laptops.

Things change and yet some reac-

tions will always be the same.

Vol. 81, No. 1

J A N U A R Y / F E B R U A R Y 2 0 1 3

ILLINOIS SCHOOL BOARD JOURNAL(ISSN-0019-221X) is published every other month by the Illinois Associationof School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929, telephone217/528-9688. The IASB regional officeis located at One Imperial Place, 1 East22nd Street, Lombard, Illinois 60148-6120, telephone 630/629-3776.

The JOURNAL is supported by the duesof school boards holding active member-ship in the Illinois Association of SchoolBoards. Copies are mailed to all schoolboard members and the superintendentin each IASB member school district.

Non-member subscription rate: Domes-tic $18.00 per year. Foreign (includingCanada and Mexico) $21.00 per year.

PUBLICATION POLICYIASB believes that the domestic processfunctions best through frank and opendiscussion. Material published in the JOUR-NAL, therefore, often presents divergentand controversial points of view which donot necessarily represent the views orpolicies of IASB.

James Russell, Associate Executive Director

Linda Dawson, EditorGary Adkins, Contributing EditorDiane M. Cape, Design and

Production ManagerDana Heckrodt, Advertising Manager

T A B L E O F C O N T E N T S

Cover by Corbin Design, Petersburg

March/April Dual credit growthMay/June Education abroad

COVER STORY

10 | What if there’s another way …Educational settings to foster student successClassroom configurations can help teachers reach more students by better supporting educational tasks.

Jason Lembke and Douglas Ogurek

14 | … To build for student successActivating a connection between learning, environmentEducational leaders need to invest in learning environments that prioritize creativity and innovation.

Kerry Leonard

FEATURE STORIES

4 | Centennial celebration …Today’s Association began with 1913 Quincy meetingEarly history shows the Illinois Association of School Boards began with the same purpose and mission it follows to this day.

Linda Dawson

6 | Honest, you can be an effective leader Honesty, morals and ethics play a big role in effective leadership.

Greg Reynolds and Dennis White

16 | 80th Joint Annual Conference Lights the Way

24 | Good-bye, Type 75; Hello, endorsementsChanges are underway to make principal preparation more rigorous.

Howard Bultinck

28 | Does your district have progressive discipline policies?A structured, proactive approach to discipline at the secondary level shows great promise.

Martin D. Felesena

T O P I C S F O R U P C O M I N G I S S U E S

REGULAR FEATURES

Boiler Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Practical PR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Ask the staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover

2 THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2013

Mr. Keck recently attended a

workshop on the future of

school architecture, held at a hotel

neatly situated next to a golf course.

(School executives like to blend work

with play.)

I was curious as to what the speak-

er had to say. I might be retired by

the time “new” architecture replaces

our “old” buildings, but I wondered

what type of facilities future custo-

dians might end up havin’ to keep

clean.

I asked Keck about this, and he

suggested we go out for coffee after

work to discuss the issue. He looked

more serious than usual.

We went to Eugene’s, just across

the street from the new shopping mall.

Eugene’s is an interestin’ place … the

kind of coffee shop where people order

stuff like double caramel, mocha,

decaf lattes with whipped cream,

priced at around $6 for an amount of

coffee that wouldn’t keep a squirrel

awake. (I prefer Steve’s Café. The cof-

fee’s lousy, but it’s strong and only

costs a buck.)

“Well, Gus,” he began. “It was

a very eye-opening workshop.”

“How so?”

“It wasn’t what I’d expected to

hear. You know, the population of any

nation general creeps upward over

time. True, now we’re in an economic

slump, and married folks think twice

before having more kids when the

job market is shaky, but we’ll even-

tually recover and the work force will

be stable again. So, I expected to hear

that we’ll continue as we have over

the past century … adding more wings

to the schools and building brand new

buildings as the population rises again.

But, I was surprised to hear what

he had to say … that schools will be

far smaller than they are now.”

“How can that be?” I asked.

“It’s all connected to the com-

puter revolution, Gus. You know,

right now, a small percentage of peo-

ple work out of their own homes

because most of what they do all day

is sit at a computer. Companies real-

ize that this type of work can be done

anywhere, so why make these

employees come to some remote

office building to put in a day’s work?

The speaker thinks the number of

employees working at home will

increase over the next 50 years or

so. He predicted that, by 2050, the

number of people working at home

might be as high as 20 percent of the

workforce.”

“How does that relate to the

schools?”

“Simple, Gus. These people might

opt for home schooling, to be closer

to their kids. Not the kind of home

schooling you and I are familiar with,

where the parents teach their own

children, but state-generated home

schooling.”

“State-generated?”

“That’s right. He predicts that

the educational delivery system we

have now will continue as is, but only

until the end of the sixth grade. At

the seventh-grade level, however, the

parents will be offered two options.”

I wiped the whipped cream off

my nose and continued to listen with

great curiosity.

“The first option will be to con-

tinue sending their children to school

for the conventional delivery system

… sitting in an actual classroom, sur-

rounded by their peers, listening to

the teacher.”

“What’s the second option gonna

be?” I asked.

“Well, that would be keeping your

kids at home, turning on the TV, and

selecting the appropriate grade lev-

el on the state’s education channel.

Gus, the custodi-

an at Eastside

Grammar, is the

creation of

Richard W.

Smelter, a retired

school principal,

now a Chicago-

based college

instructor and

author.

Virtual classrooms, robotcustodians? Say it ain’t so!

by “Gus”

B O I L E R R O O M

In our state, the program would be

generated in Springfield. The teach-

ers would simply instruct the kids

from the state’s ‘virtual classrooms.’”

“How would attendance be mon-

itored?”

“Every parent would be given a

numerical password, which they

would enter daily via their home com-

puter. At the end of each week, a short

quiz would be taken by the home-

schoolers, one quiz per subject. The

kids would simply enter their respons-

es on their laptop, and then email

them to Springfield. The state’s com-

puter system would grade each quiz,

enter the grades into their system

and forward the results to the par-

ents over the Internet. At the end

of each semester, the state would

issue a report card to the parents par-

ticipating in the program.”

“What if a student had a ques-

tion?”

“The speaker skirted around that

issue. Anyway, he predicted that as

many as 15 percent of parents would

opt for the state’s delivery system.

He said that by the year 3000, this

might grow to as high as 35 percent

at the middle school level … maybe

even higher at the high school lev-

el.”

“That means that the number of

kids actually attending their local

school would drop by at least a third,

Mr. Keck.” (I always like to impress

people with my math skills.)

“And that translates into the need

for fewer classrooms. Many rooms

would simply be closed down. Build-

ing larger schools, or adding new ones,

would go the way of the dinosaurs.

Just make sure the existing schools

are structurally sound and the class-

rooms still in use are up-to-date.

School architecture would be a fad-

ing career option.”

“What if the parent liked the cur-

riculum offered by their local school

district better than the state’s cur-

riculum?” I asked.

“The speaker predicted that stan-

dardized tests would eventually be

geared to the state curriculum. Local

school districts would then choose

the state curriculum, in order to fare

well on the standardized tests. School

district curriculum directors would

go the way of school architects. You’d

have a better chance finding work as

a blacksmith!”

“What about extra-curricular

activities ... like bein’ on the high

school basketball team or in the band?”

“The local school district would

have to allow state homeschoolers to

participate. After all, their parents

still pay taxes.”

“What about kids makin’ friends

at school?”

“Good question, Gus. Maybe the

state homeschool parents could bunch

up the kids … you know, they could

all meet at one parent’s home each

day. That way, they’d make new

friends.”

“So, the whole neighborhood

would have a lotta mini-schools and

the local schools would slowly turn

into ghost towns, like in the Old West.

Sounds sad, Mr. Keck. Not much need

for many school janitors.”

“Probably no need for any, Gus.

By that time, robots will do all the

cleaning.”

“And one of these fancy coffee

drinks will cost about $15.”

“You got it, Gus. Isn’t progress

wonderful?”

“Yeah … well, it may be fulla

somethin’ … but it ain’t wonder.”

PresidentCarolyne Brooks

Vice PresidentKaren Fisher

ImmediatePast PresidentJoseph Alesandrini

IASB is a voluntary association of local boards ofeducation and is not affiliated with any branch ofgovernment.

BOARD OF DIRECTORS

Abe LincolnRoger Edgecombe

BlackhawkJackie Mickley

Central Illinois ValleyThomas Neeley

Cook NorthPhil Pritzker

Cook SouthTom Cunningham

Cook WestJoanne Zendol

Corn BeltMark Harms

DuPageRosemary Swanson

EgyptianJohn Metzger

IlliniMichelle Skinlo

KaskaskiaLinda Eades

KishwaukeeMary Stith

Lake CountyJoanne Osmond

NorthwestBen Andersen

ShawneeRoger Pfister

SouthwesternJohn Coers

Starved RockSimon Kampwerth Jr.

Three Rivers / TreasurerDale Hansen

Two RiversDavid Barton

Wabash ValleyTim Blair

WesternSue McCance

Chicago BoardJesse Ruiz

Service AssociatesSteve Larson

JANUARY-FEBRUARY 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL 3


It was a presidential inaugural year.

It had its tragedies — floods, wars

and mine explosions — that caused

loss of life. And it was filled with firsts

… the first drive-up gas station, the

first income tax deductions, the first

Billboard Top 10, the first published

crossword puzzle, the first woman to

parachute from an airplane and the

first stainless steel products.

It was 1913, a year that also saw

the first convention and the creation

of an organization known as the Illi-

nois State School Board Association.

A November 18, 1913, archived

article from The Quincy Whig (the

forerunner of today’s Quincy Herald-

Whig) announced that 122 invita-

tions had been sent to school boards

in Illinois to call for a three-day meet-

ing to be held at the Hotel Newcomb

in Quincy on December 11-13.

This may seem like a small num-

ber of school districts to invite, but

local school boards had not been in

existence for all that long. School

boards were originally provided for

by a new state constitution in 1870.

And travel to a meeting in 1913 would

have been a much longer and chal-

lenging process than today.

The program touted that many

prominent educators would attend,

including Francis G. Blair, state super-

intendent of public instruction, who

was to give the Thursday evening ban-

quet address.

An historical summary, published

by the Association on its 80th anniver-

sary, noted that 25 school board mem-

bers met and elected Joseph W. Wall,

a board member from Quincy, as the

first Association president.

Other school board members

who attended the meeting, accord-

ing to The Quincy Whig, were: Robert

J. Christie Jr., Quincy school board

president; H.H. Cleveland, Rockford;

Anna Rynearson, Peoria board sec-

retary; Hettie L. Thompson, Gales-

burg; and J.T. Montgomery, Charleston

Superintendents mentioned

included C.H. Maxwell of Moline and

Hugh S. Magill Jr. of Springfield.

Interestingly, the topics for dis-

cussion read very much like board

members might expect at any cur-

rent Joint Annual Conference in

Chicago.

• School board problems and how

best to solve them

• Standardizing school accounting,

school statistics and office methods

• School boards and vocational

education

• Wider use of school plants — legal

uses of school buildings

• Prerogatives of the superintendent

• Teacher salaries — teaching effi-

ciency

While there were a number of

luncheons and banquets, it also is

interesting to note that near the end

of the convention on Saturday, Otto

A. Ward, the Quincy district’s super-

visor of physical culture, led the group

in exercise.

Proposed purpose

As is true today, IASB began with

a stated purpose in mind. Today’s

mission, “excellence in local school

governance and support of public

education,” is reflected in the early

purpose of the Association from 1913.

Linda Dawson is

IASB director/

editorial services

and editor of The

Illinois School

Board Journal.

Centennial celebration …

Today’s Association beganwith 1913 Quincy meeting

by Linda Dawson

Part I — 1913-1932This is the first in a year-long series that will detail the history

of the Illinois Association of School Boards from its inception in 1913

through its 100th anniversary on December 13, 2013.

F E A T U R E A R T I C L E


The organization was created to:

• Be a purely voluntary movement;

• Serve only the best interests of the

public school system of Illinois;

• Secure a uniformity of action on

matters pertaining to school financ-

ing and management;

• Improve the methods of account-

ing for school funds; and

• Bring about the simplification of

school laws and a more definite

differential of functions between

the school board and the school

superintendent.

Membership in the Association

is still voluntary. Currently, 99 per-

cent of Illinois’ 863 districts are mem-

bers of IASB.

“From inception, IASB has been

a member driven organization,” said

Roger Eddy, IASB’s current execu-

tive director. “Although there have

obviously been changes in public edu-

cation and certainly the role of pub-

lic education over the past 100 years,

the fact that the Association is a mem-

ber-driven organization is the same

today as it was 100 years ago.

“And, the fact that 99 percent of

school districts in Illinois are mem-

bers of IASB speaks volumes as to the

strength of that member-driven com-

mitment.”

Early days

Because the Association had no

regular staff until 1928, there are

few records available for those first

15 years. And during the first four

years of the Association’s existence,

the country and the world were

focused on World War I in Europe.

Those involved in education in Illi-

nois were focused on the estab-

lishment of a state pension fund for

teachers (1915).

By 1920, there were 1.2 mil-

lion students enrolled in Illinois pub-

lic schools and 38,000 teachers. That

year, the state appropriated $6 mil-

lion for K-12 public education. Illi-

nois ranked 23rd in the country with

27.5 percent of state and local funds

supporting education, and 38th in

the amount of per student tax sup-

port ($1.47).

In 1927, the legislature created

a state aid formula designed to equal-

ize expenditures per pupil. This, for

the first time, allowed greater state

aid to poorer districts, with each dis-

trict receiving $9 per pupil and up

to $25 per student extra for districts

with low evaluations, according to

the Illinois State Board of Educa-

tion.

The Association’s first perma-

nent office was established in the

Urbana Public Library building in

1928. A.D. McLarty became the first

staff member and was named part-

time executive secretary, but it would

be another 15 years before the Asso-

ciation hired its first full-time exec-

utive director.

The first school board conven-

tion was held November 21-22, 1928,

in Urbana. Subsequent conferences

were held in Peoria, Decatur, Spring-

field, St. Louis and Chicago.

Subsequent issues of The Illinois

School Board Journal in 2013 will

look at the development and growth

of the organization, culminating in

November/December with a look

toward the future.

ReferencesHistorical events for Year 1913,

http://www.historyorb.com/events/date/

1913

Illinois Association of School Boards,

Historical Summary, 1993

Illinois State Board of Education,

http://www.isbe.net/news/2004/

Illinois_education_timeline.pdf

News and Events of 1913, http://

infoplease.com/year/1913.html

The Quincy Whig, November 18,

1913

Comparisons1913 2012

Federal spending $0.72 billion $3,563 trillion

Consumer Price Index 9.9 231.4

Unemployment 4.3 percent 7.9 percent

First-class stamp 2 cents 45 cents

“Although there have obviously been

changes in public education and cer-

tainly the role of public education over

the past 100 years, the fact that the

Association is a member-driven orga-

nization is the same today as it was

100 years ago.”— Roger Eddy

Executive DirectorIASB



Afavorite son of Illinois once said:

“If we could first know where

we are, and whither we are tending,

we could then better judge what to

do, and how to do it.”

We believe Abraham Lincoln was

saying that without direction an indi-

vidual could wander aimlessly and

perhaps never reach his or her objec-

tive. The complexity in leading a

school district cannot be minimized,

nor will shortcuts hasten achieving

goals.

Leadership has been debated on

many fronts and goes by many names:

charismatic, situational, transfor-

mational, autocratic and democrat-

ic.

Leadership should not be static;

the best leaders morph constantly to

match the mission of the organiza-

tion with the needs of those who fol-

low. Good leaders influence others

to do their job and do it well. In its

simplest form, leadership is one per-

son’s ability to influence other peo-

ple’s thoughts and actions.

Lincoln, Mahatma Gandhi, Mar-

tin Luther King, Franklin Delano Roo-

sevelt, Winston Churchill, John

Wooden, Nelson Mandela, Albert

Schweitzer and Thomas Edison are

used to measure today’s leaders.

But Joseph Stalin, Vlad the

Impaler, Idi Amin Dada, Ruhollah

Khomeini and Adolph Hitler also rose

to be effective, powerful leaders. Long-

held standards of traditional leader-

ship were placed in jeopardy by their

actions and uncompromising bru-

tality. Leadership cannot be described

simply as being able to influence oth-

er people’s thoughts and actions.

Effective leadership

Honesty, morals, ethics and val-

ues are necessary for effective lead-

ership, as well as avoiding intimidation

or behaviors associated with power

or position.

Typically, leaders use intrinsic

or extrinsic rewards by providing

increased responsibility, improved

working conditions, programs that

acknowledge accomplishments, new

fringe benefits and pay increases

as ways to effectively influence oth-

ers.

In 1992, Stephen Covey stated

that the most effective way to create

positive and effective influence is

through communicating powerful

ideas in simple, direct credible lan-

guage. Written and spoken language

then becomes a primary tool to reach

the needs of the individual and the

mission of the school district.

Leaders who are perceived as

trustworthy, competent and vigor-

ous are more likely to be seen as cred-

ible sources for information. People

want to believe in their leaders. And

when leaders fail to understand how

they influence climate and culture,

it can be devastating!

Unethical behavior in business,

politics, religion and society seems

to have no end, and we never seem

to run short of leaders making self-

serving decisions that compromise

the mission of the organization.

So, based on today’s standards,

are ethics, morality, high standards,

values, character, credibility and

trustworthiness necessary traits to

be an effective school leader?

Yes! And if school boards define

skill expectations for their educa-

tional leaders, why not define expec-

tations of values, ethics, standards,

morality, honesty, credibility and

trustworthiness?

Most leaders recognize the impor-

tance of ethical behavior, and they

have a clear understanding of trust-

worthiness and honesty. School admin-

istrators and school board members

display their philosophies in their

actions every single day. It is impos-

sible to act in a void and avoid dis-

playing a framework of thought and

deeds.

Greg Reynolds is

a visiting assistant

professor at

Southern Illinois

University-

Edwardsville.

Dennis White is a

former Illinois

school superin-

tendent who

now teaches in

the School of

Advanced Study,

University of

Phoenix.

Honest, you can bean effective leader

by Greg Reynolds and Dennis White


Leaders who are willing to join

forces — administrators, school board

members, faculty, staff and commu-

nity — to work for the greater good

of schools, community and children

are in great need.

Hard work

Leadership is hard work; it’s dif-

ficult physically, mentally and spir-

itually.

The complexity of decision mak-

ing and a constant pressure to “do

more with less” place today’s school

district leaders in a position of poten-

tial failure on a daily basis.

School leaders must possess nec-

essary skills such as relevant expe-

rience, sound judgment, strategic

planning and policymaking, but they

cannot be expected to be expert or

possess technical command of each

area or department within a complex,

multifunctional school district.

An administrator with experi-

ence only in curriculum or school

finance or history is at significant risk

of failure if he or she depends on a

singular level of expertise for cross-

sectional decision making.

To be successful, administrators

require extensive and relevant expe-

rience in policymaking, organiza-

tional planning, public relations,

student services, school finance, cur-

riculum, school law, teacher and staff

relations, communication, trans-

portation, and perhaps, most impor-

tant, exceptionally good people skills.

School board members can draw on

their combined and varied experi-

ences, as well as the competencies

of their administrators to be suc-

cessful.

Leadership is judged based on

actions and behaviors. The leader

can be the school visionary but, if

values, ethics, trust and honesty are

absent, these five elements will nev-

er be realized. Establishing a strong

vision to build an effective team starts

by establishing core values and nev-

er breaking them.

If, in fact, they are values — core

values of ethical behavior, trustwor-

thiness, honesty, etc. — they define

a leader. Collective values define the

culture, good or bad, functional or

dysfunctional, of any group, team,

faculty or school board.

The most effective teams respect

and identify closely with core values.

Where conflict and animosity arise,

it’s usually because a team member’s

values get trampled on and a core val-

ue of respect for others’ opinion is

lacking.

During points of conflict, true

leaders must have clear and unde-

niable skills of communication, log-

ic, reasoning and fact-finding, but

they also should possess the quali-

ties that define the core values of the

group.

What is said, what is done

Members of the team can’t see

into the heart of the leader to deter-

mine thoughts and feelings. Thus, a

leader is left with what actually occurs,

what actually is said, and what per-

ceptions are established … for bet-

ter or worse.

Steven Covey claimed, “… what

we are communicates far more elo-

quently and persuasively than what

we say or even do.” If actions and

deeds match thoughts and attitudes,

trustworthiness emerges, and con-

stituents are the beneficiaries.

The staff and community may

not be able to see trust, but they know

what it is … they feel it, and it is unmis-

takable if trust is broken.

In The Leadership Challenge,

James Kouzes and Barry Z. Posner

state: “What leaders say they do is

one thing; what constituents say they

want and how well leaders meet these

expectations is another.”

Kouzes and Posner began con-

ducting worldwide research on leader

expectations more than 30 years ago.

Each time, they emphasize will-

ingly as the key word. What leader-

ship behaviors would the respondents

follow, not because they are forced

to do so via policy or procedures,

rather following because they want

to?

The results are startling because

they have been consistent from con-

tinent to continent and have not

To be successful, administrators require extensive and relevant

experience in policymaking, organizational planning, public rela-

tions, student services, school finance, curriculum, school law,

teacher and staff relations, communication, transportation, and

perhaps, most important, exceptionally good people skills.


shown a significant variance by demog-

raphy, organization or culture. The

same four characteristics of honesty,

vision, inspiration and competency

have been in lock step year after year.

As a school board member, super-

intendent, principal or assistant admin-

istrator, having a clear picture of what

constituents aspire from those who

lead provides the ground work for

effective decision making.

In Getting to Yes: Negotiating

Agreement without Giving In, Roger

Fisher and William Ury claim that

good agreements are wise and effi-

cient, and improve relationships.

Wise agreements satisfy the par-

ties’ interest and are fair and lasting.

A person’s willingness to confi-

dently follow a leader into battle, the

board room, front office or any crit-

ical situation will only occur if they

can assure themselves that the leader

is worthy of trust.

The setting makes no difference;

followers want to be confident in their

leaders and confidence comes from

leaders possessing strong character

and solid integrity.

In Trust Rules: The Most Impor-

tant Secret, Duane C. Tway defines

three constructs of trust as “ … the

capacity for trusting, the perception

of competence and the perception

of intentions.” He goes on to define

the practice of ethical leadership as

treating everyone with fairness and

honesty. Thinking about ethical

behavior is simply not enough;

thoughts have to be directly con-

nected with action.

Leaders face complex multi-

faceted problems each day. It can be

easily argued the most serious work-

place problem that leaders face is lack

of trust, due to the loss of compe-

tency, compassion and core values.

If leaders fail to allow their val-

ues to be identified through their acts

and behaviors, mistrust will be a by-

product. Lack of trust then can cre-

ate enough skepticism to halt

productivity, thereby placing the

advancement of every facet of an edu-

cational program in jeopardy.

New or experienced school dis-

trict leaders must be well-versed in

the traditional skill sets associated

with success. It is no longer possible

for success to prevail without effec-

tive credible communication that

enhances believability.

The most successful school dis-

STAFFOFFICE OF THE EXECUTIVE DIRECTORRoger L. Eddy,Executive DirectorBenjamin S. Schwarm, Deputy Executive Director

Meetings ManagementPatricia Culler, Assistant to the Executive DirectorCarla S. Bolt, Director-designeeSandy Boston, Assistant Director

Office of General CounselMelinda Selbee, General CounselKimberly Small, Assistant General Counsel

Executive SearchesDonna Johnson, DirectorDoug Blair, ConsultantDawn Miller, ConsultantThomas Leahy, ConsultantDave Love, Consultant

ADMINISTRATIVE SERVICESJennifer Feld, Associate ExecutiveDirector/Chief Financial Officer

Production ServicesDiane M. Cape, Senior Director

ADVOCACY/GOVERNMENTAL RELATIONSBenjamin S. Schwarm, Deputy Executive DirectorDeanna L. Sullivan, DirectorSusan Hilton, DirectorZach Messersmith, Assistant Director

AdvocacyCynthia Woods, Director

BOARD DEVELOPMENT/TARGETING ACHIEVEMENT THROUGH GOVERNANCEAngie Peifer, Associate Executive Director

Board DevelopmentSandra Kwasa, DirectorNesa Brauer, Consultant

Targeting Achievement through GovernanceSteve Clark, Consultant

COMMUNICATIONSJames Russell, Associate Executive DirectorGary W. Adkins, Director/EditorialLinda Dawson, Director/EditorialJennifer Nelson, Director, Information ServicesGerald R. Glaub, Consultant

FIELD SERVICES/POLICY SERVICESCathy A. Talbert, Associate Executive Director

Field ServicesLarry Dirks, DirectorDean Langdon, DirectorPatrick Rice, DirectorJeff Cohn, DirectorBarbara B. Toney, DirectorLaurel DiPrima, Director

Policy ServicesAnna Lovern, DirectorNancy Bohl, ConsultantAndrea Dolgin, ConsultantJackie Griffith, ConsultantWayne Savageau, ConsultantBrian Zumpf, Consultant

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trict leadership understands and prac-

tices a credible, moral and trustworthy

manner while displaying high stan-

dards and values. But most impor-

tantly, leadership must maintain

honesty at the heart of thoughts, acts

and behaviors.

The job of a good leader is to

extend trust first. Not a blind trust

without expectations and account-

ability, but rather “smart trust” with

clear expectations and strong account-

ability built into the process.

The best leaders recognize that

trust impacts the organization all

the time: every relationship, every

communication, every work pro-

ject, every organizational venture

and every effort in which they are

engaged.

It is reasonable to expect that as

long as mission, philosophy, goals

and objectives are in alignment, cou-

pled with honest and trustworthy

behavior, the collective intelligence

of the organization will rise, and chil-

dren will be in an educational insti-

tution that can truly meet their

needs.

References

Stephen R. Covey, Principle-

Centered Leadership, Simon and

Schuster, Fireside Book, New York,

1992

Roger Fisher and William Ury,

Getting To Yes: Negotiating Agree-

ment without Giving In, Houghton

Mifflin, New York: Penguin Books,

1981 (1991)

James Kouzes and Barry Z. Pos-

ner, The Leadership Challenge, Jossey-

Bass, 2008

Duane C. Tway, Trust Rules: The

Most Important Secret, dissertation,

1993

Using technology toenhance your

board effectiveness through online

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C O V E R S T O R Y

Jason Lembke

(jlembke@legat.

com), director of

K-12 education

for Legat Archi-

tects Inc., Chica-

go, is a member

of the Architec-

ture Institute of

America and a

LEED accredited

professional.

Douglas Ogurek

(dogurek@legat.

com) is commu-

nications manag-

er at Legat and

also a LEED

accredited

professional.

What if there’s another way …

Educational settingsto foster student success

by Jason Lembke and Douglas Ogurek

Students, parents, board mem-

bers, teachers, and adminis-

trators participated in a recent high

school facility master plan visioning

session, where architects and plan-

ners shared research and discussed

the link between classroom design

and student performance.

One young man, an honors stu-

dent, sat with his arms folded. “I don’t

see the point of this,” he said. “I learned

just fine in the classroom that you

say is inadequate.”

No doubt that young man was

telling the truth: he learned well,

despite the classroom’s shortcomings.

What that student didn’t consider

was the student behind him. Perhaps

she had trouble absorbing the cur-

riculum in the educationally inade-

quate classroom. Perhaps physical

characteristics like lighting, seat-

ing, available workspace, size, acoustics

and configuration did not afford her

the same opportunity to shine.

This illustrates a basic truth that

every educator and stakeholder should

consider: districts cannot easily achieve

the complex task of reaching more

students by ignoring individual activ-

ity and ergonomic preferences with-

in the classroom.

As an influential

resource in the

learning process,

the classroom

itself can help

teachers reach

more students by

better supporting

educational tasks.

What if there

is another way?

What if the class-

room set up for

small group pro-

jects in first peri-

od algebra transforms into a space

that supports peer presentation in

the next? Imagine a classroom as flex-

ible as a Broadway stage. The inter-

changeable settings waiting in the

wings support the actors and activi-

ties on stage. Where would Romeo

and Juliet be without the balcony in

Verona? Likewise, classrooms

equipped with interchangeable edu-

cational settings can better foster

learning and student success.

Districts and educational plan-

ners now stand at a crossroads in

terms of educational settings and

maximizing students’ 21st century

skill development. The challenge of

creating well-suited learning envi-

ronments is all the more impacted

by contemporary methodologies like

the flipped classroom, blended instruc-

tion, e-mentoring, peer-to-peer stu-

dent support and a focus on evolving

STEM curricula.

Cure for the common classroom

Illinois districts continue to align

their curricula with the Common

Core State Standards, which reveal

what to do, but not necessarily how

Students in a math class asked, “Why can’t we all stand?”This illustrates the importance of what working adults havethe freedom to do: move around to suit the task and createcomfort.

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to do it. Among the concepts gaining

momentum are technology integra-

tion, group work, project-based learn-

ing, cross-curricular activities and

one-to-one computing.

Many districts are responding by

harnessing the latest technology and

learning methods research to alter

their delivery methods. The trans-

formations in teaching and learn-

ing beckon for a transformation in

the setting.

Education begins with engage-

ment. A five-sided classroom lay-

out gives shape to one district’s

instructional model, which empha-

sizes inquiry-based, collaborative

learning. A teacher positioned at the

center has wireless control of screens

positioned around the room. Engaged

students have devices to contribute

to the information on the screens.

A traditional four-sided class-

room can employ similar technolo-

gy in small group activity clusters. In

both examples, the teacher can coach

and mentor without dictating while

flexible furniture allows for rapid

reconfiguration.

The flipped classroom

As tablets and netbooks replace

textbooks, and inquiry and problem

solving overtake rote learning, the

“flipped classroom” concept contin-

ues to challenge educators’ ability to

use aging classrooms. In the “flip”

paradigm, the student uses technol-

ogy (e.g., home or school comput-

er, tablets, DVD player, netbooks) for

an introductory lesson — perhaps in

place of homework — outside the

classroom. Then she rejoins her class-

mates and mentor-teacher to explore

the topic through a variety of phys-

ical classroom settings.

This year, Havana High School

in Havana CUSD 126 became one of

the nation’s first schools to “flip” every

classroom.

“I think people in general learn

by doing, not by being told how to

do,” said Superintendent Patrick M.

Twomey. “The flipped environment

quadruples the amount of time stu-

dents can actually do things with the

content.”

Technology in the classroom also

gives students more control over the

pace at which they absorb materi-

al.

Michael B. Horn, executive direc-

tor of Innosight Institute, a non-prof-

it think tank for education and

innovation, said technology offers an

“exciting way to bolster student learn-

ing as it allows us to customize an

education for each child according

to his or her distinct learning needs.”

Many schools implementing or

considering flipped classrooms face

facility challenges: their classrooms

are designed and furnished based on

teaching styles popularized in the

1950s and ’60s. Rows of heavy, fixed

desk and chair combinations are not

well-suited to interactive learning

models.

The emphasis on creating more

success for more students affords lit-

tle class time for moving around

old furniture. Furthermore, such

rooms in “original” configurations

are likely underpowered to sustain

charging stations for the demands of

one-to-one computing and interac-

tive whiteboards now prized for pre-

sentation and collaboration.

Makeover with benefits

America’s Schoolhouse Council

(ASC, www.americasschoolhouse.

com), a consortium of educational

Planning for a “Flip This Classroom” makeover at Glen Crest Middle School involved Dunn and DunnLearning Styles research, professional development for teachers, and tailored design strategies.

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planners and architects, created “Flip

This Classroom” to design and imple-

ment learning environment renova-

tions that suit a wider variety of tasks

and individual comforts. The orga-

nization partners with districts to

“flip” (i.e., make over) a classroom

using ASC volunteer design and instal-

lation labor, and then assesses how

the environmental changes impact

student behavior, attitude, and per-

formance.

“Flip This Classroom” validates

the arguments that settings matter

and that architecture goes beyond

its basic purpose of creating a warm,

safe and dry environment. Fine-tun-

ing factors like acoustics, flooring,

furniture, equipment, power, data

and even wall colors may improve

student performance and teacher

retention:

• Teachers in a flipped reading lab

classroom at Glen Crest Middle

School, Glen Ellyn SD 41, have

identified a 15-percent increase in

reading fluency among sixth graders.

• A flipped classroom at Van Cort-

landtville Elementary School in

Mohegan Lake, New York, led to

an 8 percent increase in English

language arts scoring, a 6 per-

cent increase in math scoring and

fewer disciplinary problems among

fourth graders in the testing cohort.

From STEM to STEAM

During the last few years, the

fields of science, technology, engi-

neering and mathematics (STEM)

have dominated educational discus-

sions across the country. Recently,

however, many educators and think

tanks have begun to advocate enhanc-

ing STEM to STEAM by adding an“A”

or arts to the mix.

The arts and the creativity fos-

tered, they argue, are integral to a

collaborative and holistic course offer-

ing to increase learning.

Studies in a report by the Dana

Arts and Cognition Consortium reveal

a correlation between arts training

and improved math and reading scores.

The consortium is part of The Dana

Foundation, a private philanthropic

organization that supports brain

research through grants, publications

and educational programs.

The Dana report also found that

arts boost attention, cognition, work-

ing memory, and reading fluency

— all critical for STEM programs and

for students to excel.

“Art and music require the use

of both schematic and procedural

knowledge,” eminent Harvard psy-

chologist Jerome Kagan said, “and,

therefore, amplify a child’s under-

standing of self and the world.”

Robert Root-Bernstein, a phys-

iology professor at Michigan State

University, who researches and con-

sults on creativity, said, “Nobel lau-

reates in the sciences are 25 times

as likely as the average scientist to

sing, dance, or act; 17 times as like-

ly to be an artist; 12 times more like-

ly to write poetry and literature.”

So why not schedule art and

geometry classes together?

“Why does STEAM policy mat-

ter?” asked John Maeda, president

of the Rohde Island School of Design.

“It is how America will remain com-

petitive, and remain the leader in

innovation in the 21st century.”

Learning is not just a once-a-year opportunity.Attend IASB Division Dinner Meetings and Division Governing Board Meetings. Continuelearning closer to home.

Division meetings allow you to network, develop professionally, recognize peers, participate in association governance and learn about IASB resources.

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Did you benefit from the Joint Annual Conference? Or were you unable to attend?


How can schools foster co-cur-

ricular delivery? What course com-

binations are well-matched to sustain

and inspire the future workforce with-

in a school community?

As an example, a district in

Nashville, Tennessee, home of guitar

manufacturer Gibson USA and the

country music capital of the world,

might be inspired to enhance its STEM

curriculum by adding the arts to nur-

ture future innovation. With a mul-

tifaceted plan in place, the school

schedules certain project activities

in larger spaces. This enables cours-

es like physics, industrial design, and

art to come together in a space where

students can collaborate and prob-

lem-solve.

Similarly, if another district has

the resources to renovate in support

of this emerging curriculum, it might

engage its architect or planner in a

dialogue to plan dedicated spaces that

provide the maximum educational

benefit for the minimum capital invest-

ment.

Challenge and opportunity

When a learning environment

only acknowledges the needs and

challenges of one group, others

cannot gain the full benefits of the

materials at hand. For today’s tech-

nology-savvy students, the road to

the future is filled with many oppor-

tunities: constantly evolving tech-

nologies, global competitiveness and

ever-expanding career opportunities,

to name a few.

Districts and educational plan-

ners have a responsibility to ensure

that every student goes on to be the

successful scientist, engineer or artist

that he or she has the potential to

become. For some, this success will

come despite their educational set-

ting. But for others, the setting will

play a key role in their development

and success.

Architects, planners, educators

and communities should partner to

respond to the challenges of 21st cen-

tury education. The time has come

to transform “aging in place” class-

rooms into “flexible learning settings.”

Only by working together can

we create settings that not only pro-

mote comfort and ergonomics, but

that also give students and teachers

the most time with content.

Annual board self-evaluation ____

Clear mission, vision and goals ____

Solid community connection ____

Productive meetings ____

Strong board-superintendent relationship ____

Does your score add up? ____

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C O V E R S T O R Y

Demands are being placed on

education to produce gradu-

ates who are ready for the 21st cen-

tury. The responsibility for meeting

this demand does not fall to educa-

tors alone. Designers bring problem-

solving skills and a design process

that can help educators think about

learning, the learning environment

and the connection between the two.

For Cannon Design, the research

into this connection began with pro-

jects and clients with whom we were

collaboratively trying to discover the

characteristics of a 21st-century learn-

ing environment. These projects led

to a book, The Third Teacher, which

explores the intersection of learning

and the learning environment.

The book became a launch point

for a new educational design process

and for new educational design chal-

lenges. As a globally recognized pub-

lication resulting from unprecedented

research on the intersection of design

and education, it encourages a glob-

al conversation that explores the

future of learning.

The book houses collections of

transformative teaching and learn-

ing methods achievable through the

planned learning environment —

inspired by Loris Malaguzzi’s “third

teacher.” The goal of The Third

Teacher is to illustrate how school

design is intrinsically linked to learn-

ing and goes steps further by demon-

strating how design directly impacts

teaching and learning.

The book’s “79 Ideas” function

as a common language between learn-

ing communities and designers as a

place where educators, students and

parents can identify tangible design

techniques that support their vision.

Inquiry- and project-based learn-

ing, complex problem solving, cre-

ativity and innovation reflect to the

Kerry Leonard is

a principal archi-

tect with Cannon

Design of Chica-

go and a mem-

ber architect of

the American

Institute of

Architecture.

... To build for student successActivating a connection between learning, environment

by Kerry Leonard


Phot

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hica

go

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teachings of John Dewey, perhaps

the original 21st century educator.

His approach demonstrates that stu-

dents become most engaged when

challenged with real issues in real

time, which can produce outcomes

that have a tangible impact on the

world.

The ability to pose the right ques-

tions and simultaneously solve mul-

tiple problems is at the root of this

learning approach. Students are afford-

ed a rich learning experience linked

to the development of core founda-

tion skills to long term, systems-based

thinking.

Central to our nation’s continu-

ing ability to act as forward-thinking

and global leaders is an educational

model that empowers young people

to become agile thinkers and diverse

creatives across all industries and

social systems. Do our schools foster

creativity and insatiable curiosity?

Do our students ask “what if?”

The challenge for educational

leaders is to invest in learning envi-

ronments that prioritize creativity

and innovation, impart the wisdom

of ages and simultaneously measure

skill development effectively during

the process. True 21st-century learn-

ing environments embrace an

“and/and” approach, rather than

choosing one at the expense of the

other.

The knowledge amassed through

lessons of The Third Teacher cre-

ates and reveals new learning envi-

ronments, grounded in highly

collaborative design processes and

concepts.

Educational technologies

School communities must work

within realistic budget parameters

when investing in student and edu-

cator technologies. However, many

21st-century educational strategies

do not depend on expensive solu-

tions.

What holds true throughout tech-

nology advancements is ensuring

appropriate connectivity for learn-

ers and educators, linking the right

tools to the right projects, and fos-

tering a culture of robust professional

development with a wide range of

technologies. Contemporary educa-

tors realize that developing a strate-

gic and beta-test approach to available

technology is the most sustainable

path to technology adoption.

This flexibility and purposeful-

ness yields the best tools so students

can achieve their potential in an ever-

shifting technology landscape.

While much of the original dia-

A STEM-centric, project-based learning environment incorporates thought-provok-ing learning tools and flexible, interactive learning spaces to promote studentcuriosity and creativity.

Today’s libraries must be more thanspaces for books and computers.Spaces need to foster collaboration,comfort and digital tools forresearch.

continued on page 18

Chicago banners, at left, welcomethe conferenceto downtown.

GeorgeKohut, right,

makes hispoint as he

presents information

about collective

bargaining.

Visitors to the Exhibit Hall, left, could find a vast array ofproducts and services for school districts. Sandra Kwasa,above right, IASB board development director, chats withpreconference workshop participants.

80th Joint Annual Lights the

A member of the delegate assemblyraises her voting paddle in support.

New board member ChristineKim of Joliet PSD 86, left, asks aquestion during a Sunday morning coffee and conversationsession. The annual fireworksspectacular, above, drew largecrowds and provided a dazzlingarray of lights.

A line snakes around the Grand Ballroom foyer as education historian Diane Ravitch, far right, signscopies of her book after speaking at Saturday morning’s general session.

ConferenceWay


log about 21st-century learning focused

on “adding computers to schools,”

today’s educational leader under-

stands that a true digital native is first

and foremost an effective filterer of

information and a competent com-

municator across multiple platforms.

Students may be agile and fear-

less when it comes to new technolo-

gy adoption, but they continue to

need adult wisdom to understand the

social, emotional and intellectual

impacts of constant connection; to

converse effectively in text-speak;

and to acquire the ability to exchange

ideas with the larger world.

Furthermore, it is critical that

educational leaders shift from desk-

top-based, keyboard-centric tools to

agile, mobile and gesture-based inter-

faces that allow learners to natural-

ly interact with the world in much

more dynamic manners.

A case study

The school library of past gen-

erations is gone. Today’s libraries

must be more than spaces for books

and computers. Spaces need to fos-

ter collaboration, comfort and digi-

tal tools for research.

Our firm embraced this ideo-

logical shift when designing Steven-

son High School’s new Information

and Learning Center (ILC) for Adlai

E. Stevenson HSD 125. The reduced

need for a large print library collec-

tion resulted in newly accessible

spaces. Stacks of books were moved

to the periphery, enabling human col-

laboration at the center of the space.

With laptops and iPads readily

available, the ILC boasts “smart tech-

nology furniture” which assists stu-

dents to share information, boost

collaboration and help eliminate tech-

nological boundaries — breaking away

from the traditional mindset that com-

puters belong in computer labs.

The large lounging stairway cohe-

sively links the two floors, and can

transform from a casual, wi-fi-acces-

sible learning area to a large-group

gathering commons. Our team also

planned small rooms equipped with

Steelcase Mediascapes desk systems.

These small group rooms go

beyond teaching and casual collab-

oration; they offer students needed

support for group project work. The

design has transformed the con-

ventional library environment into

a transparent, collaborative and media-

rich resource center.

Collaborative environments

As more professional environ-

ments incorporate project-based

teams, it becomes imperative to expose

students to work-based collabora-

tion. When working in groups, dif-

ferent skill sets are needed for students

to effectively manage and participate

in teams, especially when outcomes

are measured and impact all involved.

While traditional schools chal-

lenge students to work independently,

an authentic 21st-century learning

environment fosters collaboration,

team work and group dynamics in

addition to allowing students to devel-

op individual skills.

The Science, Technology, Engi-

neering and Mathematics (STEM)

curriculum is typically the space dri-

ver that enables students to learn

through group and individual project

activities, and encourages more pos-

itive attitudes, greater enthusiasm,

improved communication, effective

interpersonal skills, personal own-

Student success continued from page 15

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The best of

everything for schools

While traditional schools challenge students to work independent-

ly, an authentic 21st-century learning environment fosters collabo-

ration, team work and group dynamics in addition to allowing stu-

dents to develop individual skills.


ership in accomplishments and greater

civility towards others as compared

to schools following traditional pro-

grams.

Students who participate in STEM

education environments develop 21st-

century learning skills that benefit

them far beyond the school envi-

ronment.

Another case study

The architectural concept dri-

ving the Booker T. Washington STEM

Academy in Champaign CUSD 4 was

the creation of a STEM-centric, pro-

ject-based learning environment that

incorporates thought-provoking learn-

ing tools through design.

Text and graphics are placed

throughout the building to reinforce

the STEM curriculum, and provoke

student curiosity and creativity. The

academic communities — Acade-

my’s re-imagined classrooms — con-

sist of three learning studios that open

onto a communal gathering area.

This interactive space is equipped

with folding glass partitions that can

be arranged to create transitional and

multifunctional spaces as collabora-

tive, flexible and interactive learn-

ing environments. This collaboration

area is outfitted with a demonstra-

tion counter allowing science and

engineering activities to occur in close

proximity to the learning studios,

realizing the goal of permeating the

building with science and engineer-

ing project-based learning opportu-

nities.

Discovery to design

The programming process is built

on a foundation of listening. Coupled

with research and workshop outcomes,

patterns and productive tensions

evolve and resolve in a statement of

the project’s core values and design

drivers. This robust process leads to

authentic solutions that are deeply

rooted in the community’s voice.

The “future of learning” design

practice is a direct result of con-

centrated efforts to provide thought

leadership to our clients and to become

their trusted advisor, assisting them

in creating innovative environments.

The planning process consists of inter-

views with the faculty, administra-

tion and students, as well as design

team workshops to explore teaching

and learning models.

The workshops inform a design

that aligns a school’s pedagogy with a

21st-century learning environment.

That results in connected and flexi-

ble spaces conducive for dynamic

teaching and learning — both for today’s

students and well into the future.

Our research and project work

has led Cannon Design to develop a

design practice that uses data-driven

decision making, teamed with a sol-

id understanding of the connection

between the built environment, teach-

ing and learning, and how the envi-

ronment can support best practices

of teachers and students.

For every project, districts need

to work with their architects and

designers to use the power of imag-

ination, knowledge and experience

to create environments that are an

inspiration for learning, a source of

community pride and an expression

of the district’s educational mis-

sion.


P R A C T I C A L P R

With today’s challenging econ-

omy, undertaking and com-

pleting a school construction project

can be a daunting task.

Should you renovate current

buildings or rebuild? How do you earn

support of stakeholders to make the

project a success? And which design

elements will ensure the project pro-

vides long-lasting upgrades?

DuPage High School District

88 recently completed a $115.3 mil-

lion construction project to mod-

ernize the infrastructure and learning

environment at Addison Trail and

Willowbrook high schools. In April

2007, the two communities voted to

fund a $104.7 million referendum

proposal called “Building the Future,”

and the project was completed dur-

ing the 2011-12 school year. The pro-

ject included:

• Technology enhancements

• Added/up-to-date science labs

• Enhanced music and art facilities

• New spaces for team learning

opportunities

• Extensive upgrades to electrical

and plumbing systems

• Student-centered commons areas

• Added classroom and instructional

space

• Added physical education and ath-

letic facilities

• Air-quality improvements

• Improved traffic flow and parking

District 88 would like to share

the following six tips for boards to

consider regarding construction now

and providing for the future:

1. Engagement is key

When campaigning for a

school construction project, it’s

crucial to know the audience in

order to target messages that mat-

ter. Engage the community ahead

of time to show you care and that

schools are the cornerstone of the

community. Involve key groups

such as civic organizations and

governing bodies as early as pos-

sible.

Also reach out to parents/

guardians, community members

of all ages, surrounding school dis-

tricts, media, students, staff and

union members to get their input.

The more ownership stakehold-

ers feel toward the project, the

more they will want to see it suc-

ceed.

Danielle

Schweigert is

director of com-

munity relations

for DuPage High

School District

88 in Addison

and a member of

the Illinois chap-

ter of the Nation-

al School Public

Relations

Association.

Communicating needsvital during construction

by Danielle Schweigert

This new commons area at Addison Trail High School was part of a $115.3 mil-lion construction project for DuPage HSD 88.

Columns aresubmitted bymembers of

Pho

to s

ubm

itted

by

DuP

age

HSD

88


Continue to survey stake-

holders to gauge their level of sup-

port, and focus on those who will

vote “yes.”

2. Create a sense of need

It’s important to show why

the construction project is need-

ed. Give tours of facilities, make

a video to show the facilities and

offer tours of newer facilities to

point out the differences. Many

people may ask, “It was fine when

I went to school here. Why do you

need money for new facilities

now?”

Needs change, especially with

so many changes in technology.

It’s the district’s job to show peo-

ple why updates are important

and possibly more energy effi-

cient, and why good maintenance

is essential.

3. Create a vision

Work with stakeholders to

develop a strategic plan and a mis-

sion of that reflects the board and

community vision for the district

and how the project fits into this

vision. Create committees to help

with various aspects of the con-

struction project (such as cam-

paigning and finances), and

remember to contact legal rep-

resentatives to make sure all laws

are being followed.

Keep lines of communication

open to listen to everyone’s wants

and needs, and then prioritize

those items. Allow all groups

involved to give input, and try

to implement as many of those

wants and needs as possible. If

something people say they want

isn’t feasible, be prepared to tell

them why it won’t be included at

this time.

4. Everyone on board

Having all board members

support the project is important.

If the board supports the project,

it can move forward for the vot-

ers to decide whether they want

to approve it. The District 88 board

was tremendous in supporting the

district’s “Building the Future”

vision.

As a board, be prepared to

allow committees to make some

decisions in order to keep the pro-

ject moving forward, which will

save time and money. Those com-

mittees should report to the board

regularly to keep members up

to date.

5. Plan for the future

Upgrades, especially with

regard to technology, can be short

lived so make certain planning is

for a long-term vision versus a

quick fix.

To learn about school design

trends, District 88 toured many

schools and recognized that school

design today includes wireless

technology. Therefore, installing

wireless capabilities was part of

this project. Also budget to train

staff on how to use that technol-

ogy and for the replacement of

Students now enjoy these new facilities at Willowbrook High School in DuPage HSD 88 thanks to the generous support of the community, which passed a “Building the Future” referendum in April 2007.

Pho

tos

subm

itted

by

DuP

age

HSD

88


technology.

District 88 noticed another

popular trend was creating a col-

lege-like environment, where stu-

dents had a commons area to gath-

er. That area was near the main

administrative offices to form the

“central hub” of the school.

Remember to consider what

needs to be done internally to the

buildings in terms of infrastruc-

ture to ensure they’re up to code

to allow for expansion in the future.

Buying materials with better fin-

ishes helps avoid continuous main-

tenance.

District 88 focused on improv-

ing multiple areas/aspects of the

school, which allowed the district

to take a holistic, yet realistic

approach to the project.

6. Piecing together the puzzle

If school is going to be open

during the project, try to keep

construction away from students.

Schedule construction during

breaks as much as possible, and

go section by section to ensure

the learning environment is min-

imally disrupted.

Determine which staff mem-

bers will be involved in the pro-

ject, and allow principals to remain

focused on the education of stu-

dents. District 88 named assis-

tant principals as administrative

liaisons for “Building the Future”

to ensure that principals and oth-

er administrators could continue

their regular work.

Develop the project as com-

pletely as possible before con-

struction begins — and be sure

to review it — to avoid having to

do things multiple times.

School construction pro-

jects can seem overwhelming,

but with careful planning, com-

munity involvement and every-

one working together, a successful

project can be developed that

embodies school design of the

future.

ILLINOIS ASSOCIATION OF SCHOOL BOARDS

The Illinois Association of School BoardsExecutive Searches Department will:

• Designate a coordinator who will provide rapid responses to questions and concerns.

• Assist in establishing a timeline for the search.

• Assist in identifying the qualification and characteristics desiredin the ideal candidate.

• Assist in compensation package development.

• Announce and advertise the vacancy and solicit applicants for the position.

• Collect online applications; verify the qualifications, experienceand certification of all candidates.

• Verify references of candidates to be presented.

• Schedule candidate interviews.

• When the search is over, our service to you continues.

For information contact:

2921 Baker Drive One Imperial Place

Springfield, IL 62703 1 East 22nd Street, Suite 20

217/528-9688, ext. 1217 Lombard, IL 60148

630/629-3776, ext. 1217

www.iasb.com/executive

The Gold Standard of Executive Searches

ExecutiveSearchESExecutiveSearchES

The Gold Standard of Executive Searches

Watch for more information online and in yourmailbox prior to the April 2013 election!

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FRIDAYProfessional Development Leadership Training for School Board Members

Every school board member elected OR re-elected in 2013 MUST complete this training withinone year of taking the oath of office.

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SATURDAYThe Basics of Governance

Newly elected board members will hit the ground running with this essential board training workshop! This workshop also fulfills the governance overviewrequirement for admission into the LeaderShop Academy. Veteran board members who have already attended The Basics of Governance may choose to attend with the newly elected members on their boards.



As an Illinois middle school prin-

cipal for a quarter of a centu-

ry, each and every day brought new

excitement, new challenges and its

own special rewards. Each day was

a unique experience, very unlike the

movie “Groundhog Day.”

One consistent, constant and

self-evident truth, however, did come

with each day. I knew my job was

to find the best teachers, support

them, encourage them, hopefully

inspire them by my example, and

work with them collaboratively to

improve all aspects of students’ lives.

The September 2012 issue of the

Kappan magazine reported the 44th

annual Phi Delta Kappan Gallup Poll

of the public’s attitudes toward pub-

lic schools stating, “Americans sup-

port rigorous entrance requirements

into college-based teacher prepara-

tion programs. At least three of four

Americans believe that entrance

requirements into teacher prepara-

tion programs should be as rigor-

ous as or more selective than

engineering, business, pre-law and

pre-medicine.”

If a poll were taken regarding

school administrator preparation pro-

grams, I’m quite confident the pub-

lic would want the same or even more

rigorous entrance requirements as

well as rigorous state licensing expec-

tations.

That is exactly what a new law

in Illinois aims to accomplish. Edu-

cating future school administrators,

and in particular principals, is a

demanding job and just became more

interesting and complicated with Pub-

lic Act 096-0903, and the accompa-

nying changes to the Illinois

Administrative Code and Illinois

School Code.

The new requirements for prin-

cipal preparation programs, from

admission through endorsement,

replace the current decades-old Type

75 general administrative certificate

with a new principal endorsement.

According to Section 21-7.1 of

the Illinois School Code and 23 Illi-

nois Administrative Code 25.337:

“Candidates successfully complet-

ing the principal preparation pro-

gram shall obtain a principal

endorsement on an administrative

certificate and are eligible to work as

a principal, assistant principal, assis-

tant or associate superintendent, a

junior college dean.”

However, just recently the Illi-

nois State Board of Education (ISBE)

proposed an amendment that would

delete “assistant or associate super-

intendent, a junior college dean” and

replace it with “or in related or sim-

ilar positions.” If approved the new

language would read: “Candidates

successfully completing a principal

preparation program shall obtain a

principal endorsement on a Profes-

sional Educator License and are

eligible to work as a principal or an

assistant principal or in related or

similar positions.” Only time will tell

what positions the endorsement will

cover but clearly a significant differ-

ence with major implications exists

in the proposed language.

Those admitted to a program

before September 1, 2012, have until

August 31, 2014, to obtain and reg-

ister the Type 75 certificate. As of

September 1, 2012, newly admit-

ted principal preparation candidates

across the state must meet the latest

rigorous application requirements.

The new process

The application process has

numerous never-before mandatory

prerequisites. Under the new law,

Type 73 school service personnel,

counselors, social workers, psychol-

ogists and speech therapists, who

never taught on a teaching license,

are no longer eligible for admission

to a principal preparation program

and, as such, cannot obtain the new

Howard Bultinck

is an associate

professor and

department chair

in educational

leadership and

development,

Northeastern Illi-

nois University, a

search consultant

with Hazard,

Young, Attea and

Associates, Ltd.

and a retired

superintendent/

principal for

Sunset Ridge

School District

29, Northfield,

Illinois.

Good-bye, Type 75;Hello, endorsements

by Howard Bultinck


principal endorsement.

According to the “Illinois Prin-

cipal Preparation Program Applica-

tion for Approval,” a teacher wishing

to enter a principal preparation pro-

gram must:

• Hold a valid, current Illinois teach-

ing certificate (e.g., early child-

hood, elementary, secondary, special

K-12, or special preschool-age 21);

• Be selected through an in-person

interview process with no fewer

than two of the program’s full-time

faculty members;

• Have received a passing score on

the Illinois Test of Basic Skills (now

the Test of Academic Proficiency

[TAP]) if the candidate had not

been required to take the test for

receipt of his or her Illinois teach-

ing certificate;

• Successfully complete an on-site

written response to a scenario pre-

sented by the interviewers; and

• Discuss the contents of their port-

folio with a professor(s) during the

interview.

The contents of that portfolio

must be scored on a rubric and con-

tain the following evidence:

1. Support for all students achiev-

ing high standards of learning;

2. Accomplished classroom instruc-

tion, which shall include data pro-

viding evidence of two years of

student growth and learning with-

in the last five years, including

how data was used to inform

instruction;

3. Significant leadership roles in past

positions;

4. Strong oral and written commu-

nication skills;

5. Analytic abilities needed to col-

lect and analyze data for student

learning and evidence of how the

results from student assessment

improve learning;

6. Demonstrated respect for family

and community;

7. Strong interpersonal skills; and

8. Knowledge of curriculum and

instructional practices.

One can easily see that the admis-

sion’s process has become a job in

itself. To ease and facilitate the admis-

sions process at Northeastern Illinois

University, we decided to use one

of our first graduate classes, “Intro-

duction to Evaluation of Certified and

Support Staff,” as a pre-admission

course to assist students with all

admission requirements while the

student simultaneously earns cred-

it for the first course in the program.

Other requirements

Although the candidate admis-

sions process is complex, numerous

other requirements also exist in

the state’s 41-page scoring guide for

university program approval. Other

requirements for ISBE program

approval include:

• Developing the new university pro-

gram with school district partners

documented with a partnership

agreement — partners are required

to work hand-in-hand to co-design,

co-develop, co-implement and co-

evaluate the new program.

• Ensuring the graduate school’s

PreK-12 principal endorsement

curriculum includes specific state

standards and guidelines with

numerous prescriptive components

including the 2008 Interstate School

Leaders Licensure Consortium

(ISLLC) standards as well as spe-

cific guidelines for student learn-

ing and school improvement

including a process that determines

how a student responds to scien-

tific, research-based interventions

that are designed to screen stu-

dents who may be at risk of acad-

emic failure; monitors the

effectiveness of instruction pro-

posed for students identified as at-

risk; and modifies instruction as

needed to meet the needs of each

student.

• Incorporating a sustained, con-

tinuous, structured and supervised

internship that meets numerous

state guidelines including a myr-

iad of requirements for the on-site

principal mentor, including, but

not limited to, the principal hav-

ing three years of successful expe-

rience as a building principal as

evidenced by relevant data, includ-

ing data supporting student eval-

uations or letters of recom-

mendation from former supervi-

sors.

Candidates must also pass the

new two-day state exam before begin-

ning their internship. Because of the

new internship requirements, the

course syllabus at Northeastern Illi-

nois University is now 150 pages long

with 35 new pages of rubrics for the

principal to use to evaluate the intern

candidate, which is in addition to the

16 pages already being used!

NEIU interns will now spend three

consecutive semesters in their part-

time, year-long internship and be

required to pass with their principal

mentor a short on-line internship

preparatory course developed by the

North Cook Intermediate Service

Center (NCISC).

Partnerships, curriculum, and

internship components now require

PreK-12 attention as Illinois is one

of the first states to actually include

content and field experiences in the

PreK setting so that principals are

prepared to be leaders who can lead


in PreK-12 school systems.

Conversion options

The good news is that current

administrators holding a Type 75 Gen-

eral Administrative Certificate can

continue to serve as before with the

Type 75 or they can “convert” their

certificate to the new principal endorse-

ment under certain circumstances.

The law states: “Individuals who

hold a valid and registered adminis-

trative certificate with a general admin-

istrative endorsement prior to July

1, 2014, and who have served for at

least one full year during the five years

prior in a position requiring a gen-

eral administrative endorsement shall,

upon request to the State Board of

Education and through July 1, 2015,

have their respective general admin-

istrative endorsement converted to

a principal endorsement. All other

individuals holding a valid and reg-

istered administrative certificate with

a general administrative endorse-

ment prior to July 1, 2014, shall have

such general administrative endorse-

ment converted to a principal endorse-

ment upon request to the State Board

of Education and by completing one

of the following pathways: (1) Take

and pass the new state principal assess-

ment developed by the State Board

of Education. (2) Through July 1,

2019, complete an Illinois Admin-

istrators’ Academy course designat-

ed by the State Superintendent of

Education. (3) Complete a principal

preparation program established and

approved pursuant to this Section

and applicable rules. Nothing in this

amendatory Act of the 96th Gener-

al Assembly shall prevent an indi-

vidual having a general administrative

endorsement from serving at any time

in any position identified in para-

graph (2) of subsection (e) of Section

21-7.1 of this Code.”

A letter from Lizanne DeStefano,

on behalf of Miguel Del Valle, chair

of the P-20 Council to Superinten-

dents, best summed up the transfor-

mation:

“This legislation calls for providers

of principal preparation programs to

replace the old model of a broad Type

75 certification program required for

anyone with the responsibility of eval-

uating teachers with redesigned prin-

cipal preparation programs that are

committed to careful selection of can-

didates aspiring to be principals or

assistant principals, deep partner-

ships with school districts and region-

al offices of education, and intensive

clinical experiences for these spe-

cific positions. These new, more

focused programs will provide extend-

ed opportunities for leadership prac-

tice as well as rigorous assessment of

on the job leadership performance.”

Joseph L. Krabel, 62, died November

16, 2012. He had served on the Shiloh

school board for seven years.

John. L. Leary, 89, died November 16,

2012. He had served on the Oregon

school board for 17 years and the

Ogle County Board for 20 years.

William P. McIntyre, 78, died October

12, 2012. He was a past member

of the Poplar Grove Elementary

school board.

Melvin W. Mitchell, 84, died October

18, 2012. He previously served two

terms on the Earlville CUSD 9 school

board.

Penelope “Penny” Homan Neale, 68,

died September 25, 2012. She pre-

viously served on the Lebanon school

board for eight years and had earli-

er taught English in several Massa-

chusetts and Tennessee schools.

Richard J. “Dick” Ogden, 70, died Octo-

ber 2, 2012. He previously served

on the Lebanon school board for 10

years, serving as president the last

two years.

J. Donald Rollings, 96, died October 3,

2012. He had served nine years on

the Shiloh CUSD 2 school board and

had served as president. He was lat-

er on the planning committee for

the current Shiloh school building

in Hume.

Mark Rose, 56, died November 17, 2012.

He was a current member of the

Crete-Monee CUSD 201U school

board, serving since 1999.

John A. Russell, 96, died November 15,

2012. He previously served on the

Catlin school board. He also served

as Catlin village clerk for 40 years.

Mark J. Verstraete, 64, died November

6, 2012. He previously served on the

Bradford school board for 18 years.

The Illinois School Board Journal

welcomes news about or from Illinois

school leaders. News may include but

need not be limited to accomplishments,

changes in position or duties, retirement,

death and other milestones related to

board/district duties. For more infor-

mation about submitting news items,

phone the Communications Department

at 217/528-9688, ext. 1138, or e-mail gad-

kins@iasb. com.

Milestones continued from page 32


Many other requirements are too

lengthy to mention in this article, but

suffice it to say, Bob Dylan summed

it up with his song, “The Times They

Are a Changin’.”

We can only hope the new require-

ments do not discourage the best can-

didates from obtaining the new

principal endorsement but actually

encourage them to rise to the occa-

sion.

The best of the best must step

forward because, it is all about serv-

ing students and they deserve the

best.

ReferencesIllinois Public Act 096-0903 (Effec-

tive July 1, 2010)

Illinois Compiled Statutes 105

ILCS5 School Code, Section 21-7.1,

7.6, 2012

ISBE 23 Illinois Administrative

Code 25 Subtitle A Subchapter b; Title

23: Education and Cultural Resources;

Subtitle A: Education; Chapter 1: State

Board of Education; Subchapter b: Per-

sonnel; Part 25; Certification.

ISBE 23 Illinois Administrative

Code 30 Subtitle A Subchapter b; Title

23: Education and Cultural Resources;

Subtitle A: Education; Chapter 1: State

Board of Education; Subchapter b: Per-

sonnel; Part 30; Programs for the Prepa-

ration of Principals in Illinois.

ISBE: Illinois Principal Prepara-

tion Program Application: IL State Edu-

cator Preparation and Licensure Board

and IL Principal Preparation Review

Panel Scoring Guide: 2/6/2012 1:03PM-

IL Principal Preparation Program Scor-

ing Rubric.

ISBE: Handout Presented at the

Illinois Principal Preparation Summit,

June 17, 2011: Illinois Principal Prepa-

ration Program Application for Approval,

retrieved October 10, 2012 from http://

illinoisschoolleader.org/documents/

PPPApplicationFINALmseelbach6-17-

11.pdf

Lizanne DeStefano, on behalf of

Miguel Del Valle, letter sent to super-

intendents, October 2010, http://www.

google.com/url?sa=t&rct=j&q=&esrc=

s&source=web&cd=9&ved=0CE0QFjAI

&url=http%3A%2F%2Fillinoisschool-

leader.org%2Fdocuments%2FPA096-

0903FAQ.pdf&ei=m5JUUNHkIYesywG8

m4CwDw&usg=AFQjCNG6YSFhisX1U

k2w7YlaVHprJogq3Q

http://www.isbe.net/rules

Phi Delta Kappan, “The 44th Annu-

al Phi Delta Kappa/Gallup Poll of the

Public’s Attitudes Toward Public Schools,”

September 2012

2012 was Effortlessfor Boards UsingPRESS

• Movable Soccer Goal Safety Act (Zach’s law)

• Offset Program for collecting delinquentdebts owed to the district

• Right to Privacy in the Workplace Act(Facebook Password Law)

• “Appropriate online behavior” educationfor students

• Open Meetings Act (OMA)

Resolve to have an up-to-date policy manual yourdistrict can be proud of this year!

A PRESS subscription allows subscribers to download sample policies, exhibits and administrative procedures regarding these andmany other new and revised laws and regulations.Go to www.iasb.com today!

PRESSPolicy Reference Education

Subscription Service

For more information about PRESSor other IASB Policy Services,please contact: 630/629-3776 or217/528-9688 ext. 1232 or 1119.



In public education, many things

tend to follow the 90/10 rule in

our schools and classrooms: we tend

to spend 90 percent of our time and

resources working with 10 percent

of our student population.

Whether addressing the critical

learning needs of our special edu-

cation students or the habitual mis-

behavior of secondary students, this

is a common frustration of board

members and administrators every-

where.

At the middle school and high

school levels, most school adminis-

trators spend the majority of their

time dealing with a small fraction

of students because of habitual dis-

cipline concerns. Many of these dis-

cipline situations also take valuable

time at the school board level.

Therefore, the challenge for dis-

tricts becomes twofold:

1) Addressing and attempting to elim-

inate the habitual behavior con-

cerns typically found in about 10

percent of students, and

2) Freeing up personnel and other

valuable resources to improve

student learning and learning out-

comes, the most important objec-

tives of their organization.

Several years ago, a colleague of

mine and I developed a structured

and proactive approach to secondary

(grades 6-12) school discipline called

Progressive Discipline Policy (PDP).

Now, years later, this system contin-

ues to pay dividends to our schools

and communities.

PDP fundamentally changes the

way that students, parents, teachers

and administrators approach school

discipline. At face value, the sys-

tem appears very strenuous and inflex-

ible, but a closer look (and years of

data) suggests the contrary.

Description of the PDP

The PDP program, as detailed in

the accompanying table, consists of

a five-level, 13-step sequence that

certainly curbs, and all but elimi-

nates, habitual, undesired behaviors

in most students.

Each student begins the school

year with 13 “chances” to conform

to both a desired and effective school

climate. Minor, inconsistent behav-

iors are addressed at the classroom

level (Level 0) and it is not until Lev-

el 1 that the administration becomes

involved. Once a student enters Lev-

el 1, they can receive up to five after-

school detentions (Steps 1-5). These

detentions are successful deterrents

of future misbehavior for most stu-

dents.

The vast majority of students will

never progress beyond this level and

PDP eliminates the ineffective prac-

tice of issuing students 30, 40 or even

50 after-school detentions in a year,

which is clearly not a deterrent or a

viable consequence.

Those students who work their

way through five after-school deten-

tions find themselves in Level 2, which

consists of three Saturday detentions

(Steps 6-8). Saturday detentions are

not popular among secondary stu-

dents and most, who find themselves

at these steps, refrain from violating

discipline procedures for the remain-

der of the school year.

Students who have completed

Step 1 through Step 8 find themselves

in Step 9, in-school suspension. This

one-day suspension is an opportu-

nity for both the student and the

administration to reflect on how both

parties progressed to this point and

to discuss the future consequences

of poor decisions.

Steps 10 through 12 of Level 4

consist of three out-of-school sus-

pensions consisting of: a three-day

suspension, a five-day suspension

and a 10-day suspension. These steps

are reserved for students whose edu-

cational priorities do not match the

school’s priorities and who may need

to consider an alternative placement.

In the rare instance that a student

completes Steps 1 through 12 with-

Martin D. Felese-

na, principal of

Central High

School, Central

CUSD 4 in

Clifton, has been

a public school

administrator in

Illinois for 14

years, nine at the

middle school

level and five at

the high school

level, serving as a

principal, assis-

tant principal,

dean of students

and athletic

director.

Does your district haveprogressive discipline policies?

by Martin D. Felesena

out successful resolution, Step 13 of

Level 5 prescribes a 10-day suspen-

sion and a recommendation for expul-

sion from the formal school setting.

Development of a PDP

The best part of this program is

the ability to customize it to fit into

an existing disciplinary consequence

structure and into the unique needs

of a district. The levels and steps out-

lined should be used as a starting

point for developing a district-spe-

cific PDP.

Successful development should

involve input from a variety of stake-

holders including: board members,

administrators, teachers, parents and

students. The structure and conse-

quences need to be clearly delineat-

ed, understood and supported by

everyone to ensure successful imple-

mentation.

It is important to consider spec-

ifying consequences in PDP that fol-

low consequences that are already

in place and that are familiar to every-

one in the district. The most impor-

tant thing to remember during program

development is that, once developed,

it must be credible enough to be sup-

ported by all involved, especially the

board of education.

Implementation/management

Once developed, successful imple-

mentation of the program is essen-

tial. The newly created PDP must be

adequately communicated and

explained to parent groups, students

and teachers. The message needs to

be that progressive discipline improves

the learning climate and learning

potential for all students.

It is also advisable to communi-

cate that, although the program may

seem strict, research shows that the

vast majority of students will rise to

the level of expectations set for them.

High behavioral expectations will

result in an improved school climate

and, in turn, an improved school cli-

mate will result in increased student

achievement.

Once the PDP has been collabo-

ratively developed and carefully imple-

mented, the district must take

responsibility to ensure that a com-

mon sense approach is used to man-

age it.

Successful management involves:

1) better discipline management at

the classroom level;

2) more consistent communication

with students and parents at the

building level; and

3) higher behavioral expectations

set at the school board level.

Also important to note is that

although the PDP sequences from

Step 0 through Step 13, certain major

infractions may result in skipping a

few steps on the progression.

For example, a student who does

not have any discipline infractions

for the year and gets in a physical

altercation at school may progress

directly to Step 10, three-day sus-

pension. This student, however, has

not used Steps 1 through 9 and those

steps are still available to them after

they return from their suspension in

Step 10.

The primary purpose of pro-

gressive discipline is to deter habit-

ual student behaviors that disrupt

the learning environment for other

students — the purpose is not to sus-

pend or expel students.

In 14 years of using this system,

or a deviation of it, at both the mid-

dle school and high school levels, I

can count on one hand how many

students have been expelled because

of this program. It sets clear disci-

pline expectations, it is a proven deter-

rent to habitual student misbehavior,

and it makes sense.

TABLE 1LEVEL STEP CONSEQUENCE LOCALE

0 0 Classroom Detentions/Lunch Detentions/Etc. Classroom

1 1 After-School Detention #1 (1 Hour) Building

2 After-School Detention #2 (1 Hour) Building




2 6 Saturday Detention #1 (3.5 Hours) Building

7 Saturday Detention #2 (3.5 Hours) Building

8 Saturday Detention #3 (3.5 Hours) Building

3 9 In-School Suspension #1 (1 Day) Building

4 10 Out-of-School Suspension #1 (3 Days) District

11 Out-of-School Suspension #2 (5 Days) District

12 Out-of-School Suspension #3 (10 Days) District

5 13 Out-of-School Suspension #4 (10 Days and Expulsion) District



A Directory of your

IASB ServiceAssociates

IASB Service Associates are businesses whichoffer school-related products and services andwhich have earned favorable repu tations for qual-ity and integrity. Only after screening by theService Associates Executive Committee is abusiness firm invited by the IASB Board ofDirectors to become a Service Associate.

Appraisal ServicesINDUSTRIAL APPRAISAL COMPANY — Insurance

appraisals, property control reports. OakwoodTerrace - 630/827-0280

Architects/EngineersALLIED DESIGN CONSULTANTS, INC. —

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ARCON ASSOCIATES, INC. — Full service firm spe-cializing in educational facilities with services thatinclude architecture, construction management, roofand masonry consulting, landscape architecture andenvironmental consulting. Lombard - 630/495-1900;website: www.arconassoc.com; e-mail: [email protected]

BAYSINGER DESIGN GROUP, INC. — Architecturaldesign services. Marion - 618/998-8015

BERG ENGINEERING CONSULTANTS, LTD. —Consulting engineers. Schaumburg - 847/352-4500;website: http://www.berg-eng.com

BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur - 217/429-5105; Champaign - 217/356-9606; Bloomington -309/828-5025; Chicago - 312/829-1987; website:http://www.bldd.com; e-mail: [email protected]

BRADLEY & BRADLEY — Architects, engineers andasbestos consultants. Rockford - 815/968-9631; web-site: http://www.bradleyandbradley.net/

CANNON DESIGN — Architects. Chicago - 312/960-8034; website: www.cannondesign.com; e-mail:[email protected]

CM ENGINEERING, INC. — Specializing in ultra effi-cient geo-exchange HVAC engineering solutions forschools, universities and commercial facilities.Columbia, MO - 573/874-9455; website: www.cmeng.com

CORDOGAN CLARK & ASSOCIATES — Architectsand engineers; Aurora - 630/896-4678; website:www.cordoganclark.com; e-mail: [email protected]

DESIGN ARCHITECTS, INC. — Architecture, engi-neering, planning and interior design. Hillsboro -217/532-5600; East St. Louis - 618/398-0890; Marion- 618/998-0075; Springfield - 217/787-1199; e-mail:[email protected]

DEWBERRY ARCHITECTS INC. — Architects, plan-ners, landscape architecture and engineers. Peoria -309/282-8000; Chicago - 312/660-8800; Elgin -847/695-5480; website: www.dewberry.com

DLA ARCHITECTS, LTD. — Architects specializing inpreK-12 educational design, including a full range ofarchitectural services; assessments, planning, feasi-bility studies, new construction, additions, remodel-ing, O&M and owner's rep services. Itasca - 847/742-4063; website: www.dla-ltd.com; e-mail: [email protected]

DLR GROUP, INC. — Educational facility design andmaster planning. Chicago - 312/382-9980; website:www.dlrgroup.com; e-mail: [email protected]

ERIKSSON ENGINEERING ASSOCIATES, LTD. —Consulting civil engineers and planners. Grayslake -847/223-4804

FANNING/HOWEY ASSOCIATES, INC. — Schoolplanning and design with a focus on K-12 schools.Park Ridge - 847/292-1039

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

GREENASSOCIATES, INC. — Architecture/construc-tion services. Deerfield - 847/317-0852, Pewaukee,WI - 262/746-1254; website: www.greenassociates.com; e-mail: [email protected]

HEALY, BENDER & ASSOCIATES, INC. — Archi -tects/Planners. Naperville, 630/904-4300; website:www.healybender.com; e-mail: [email protected]

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

JH2B ARCHITECTS — Architects. Kankakee - 815/933-5529

KENYON & ASSOCIATES ARCHITECTS —Complete architectural services for education. Peoria- 309/674-7121

LEGAT ARCHITECTS, INC. — Architects. Chicago -312/258-1555; Oak Brook - 630/990-3535; Wauke -gan - 847/263-3535; Crystal Lake - 815/477-4545

LZT ASSOCIATES, INC./LARSON & DARBY GROUPArchitecture, planning, engineering. Peoria - 309/673-3100; Rockford - 815/484/0739; St. Charles, MO -630/444-2112; website: www.larsondarby.com; e-mail: [email protected]

MECHANICAL SERVICES ASSOCIATES CORP. -HVAC, plumbing and electrical design. Crystal Lake -815/788-8901

MELOTTE-MORSE-LEONATTI, LTD — Architectural,industrial, hygiene and environmental service.Springfield - 217/789-9515

PCM+D — Provide a full range of architectural ser-vices including facility and feasibility studies, architec-tural design construction, consulting and related ser-vices. East Peoria - 309/694-5012

PERKINS+WILL — Architects; Chicago - 312/755-0770; website: www.perkinswill.com; e-mail: [email protected]

RICHARD L. JOHNSON ASSOCIATES, INC. —Architecture, educational planning. Rockford -815/398-1231

RUCKPATE ARCHITECTURE — Architects, engi-neers, interior design. Barrington - 847/381-2946;website: http://www.ruckpate.com; e-mail: [email protected]

SARTI ARCHITECTURAL GROUP, INC. —Architecture, engineering, life safety consulting, inte-rior design and asbestos consultants. Springfield -217/585-9111; e-mail: [email protected]

WIGHT & COMPANY — An integrated services firmwith solutions for the built environment. Darien -630/696-7000; website: http://www.wightco.com; e-mail: [email protected]

WM. B. ITTNER, INC. — Full service architectural firmserving the educational community since 1899.Fairview Heights - 618/624-2080

WRIGHT & ASSOCIATES, INC. — Architecture andconstruction management. Metamora - 309/367-2924

Building ConstructionBOVIS LEND LEASE — Construction Man -

agement/Program Management. Contact JohnDoherty. Chicago - 312/245-1393; website: www.bovislendlease.com; e-mail: [email protected]

CORE CONSTRUCTION — Professional constructionmanagement, design-build and general contractingservices. Morton - 309/266-9768; website: www.COREconstruct.com

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

HOLLAND CONSTRUCTION SERVICES, INC. — Fullservice Construction Management and GeneralContracting firm specializing in education facilities.Swansea - 618/277-8870

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

POETTKER CONSTRUCTION — Construction man-agement, design/build and general contracting ser-vices. Hillsboro - 217/532-2507

S.M. WILSON & CO. — Provides construction man-agement and general construction services to educa-tion, healthcare, commercial, retail and industrialclients. St. Louis, MO - 314/645-9595

THE GEORGE SOLLITT CONSTRUCTION COMPANY — Full-service construction manage-ment general contractor with a primary focus on edu-cational facilities. Wood Dale - 630/860-7333; web-site: www.sollitt.com; e-mail: [email protected]

TRANE — HVAC company specializing in design,build, and retrofit. Willowbrook - 630-734-6033

TURNER CONSTRUCTION COMPANY —Referendum assistance, conceptual and masterplanning, budget assistance or verification, partici-pant in panels, construction management and con-sulting. Chicago - 312/327-2860; Web Site: www.turn-erconstruction.com; Email: [email protected]

Computer SoftwareSOFTWARE TECHNOLOGY, INC. — Administrative

Software. Tremont - 888/776-3897; website: http://www.sti-k12.com; e-mail: [email protected]


Environmental ServicesALPHA CONTROLS & SERVICES, LLC — Facility

Management Systems, Automatic TemperatureControls, Access Control Systems, Energy SavingSolutions; Sales, Engineering, Installation,Commissioning and Service. Rockford, Springfield,Champaign: toll-free 866-ALPHA-01 (866-252-4201);website: www.alphaACS.com; e-mail: [email protected]

CTS-CONTROL TECHNOLOGY & SOLUTIONS —Performance contracting, facility improvements and energy conservation projects. St. Louis, MO -636/230-0843; Chicago - 773/633-0691; website:www.thectsgroup.com; e-mail: [email protected]

ENERGY SYSTEMS GROUP — A comprehensiveenergy services and performance contracting com-pany providing energy, facility and financial solutions.Itasca - 630/773-7203

GRP MECHANICAL CO. INC. — Performance con-tracting, basic and comprehensive building renova-tions with a focus on energy and mechanical mainte-nance services. Bethalto - 618/779-0050

HONEYWELL, INC. — Controls, maintenance, energymanagement, performance contracting and security.St. Louis, Mo - 314-548-4136; Arlington Heights -847/391-3133; e-mail: [email protected]

IDEAL ENVIRONMENTAL ENGINEERING, INC. —Asbestos and environmental services. Bloomington -309/828-4259

OCCUPATIONAL ENVIRONMENTAL HEALTHSOLUTIONS, INC. (OEHS) — Industrial hygiene,microbiological evaluations and ergonomics.Chatham - 217/483-9296

RADON DETECTION SPECIALISTS — Commercialradon surveys. Burr Ridge - 800/244-4242; website:www.radondetection.net; e-mail: [email protected]

SECURITY ALARM SYSTEMS — Burglar and firealarms, video camera systems, door access systems,door locking systems, and alarm monitoring. Salem -618/548-5768

Financial ServicesAMERICAN FIDELITY EDUCATIONAL SERVICES —

Educational services specializing in Section 125compliance, 403 annuity administration, flexiblespending accounts, health savings accounts andhealth care reform education. Fairview Heights -314/504-1525

BERNARDI SECURITIES, INC. — Public finance con-sulting, bond issue services and referendum support.Fairview Heights - 618/206-4180; Chicago - 800/367-8757

BMO CAPITAL MARKETS/GKST, Inc. — Full servicebroker/dealer specializing in debt securities, includingmunicipal bonds, U.S. Treasury debt, agencies, andmortgage-backed securities. Chicago - 312/441-2601; website: www.bmo.com/industry/uspublicfi-nance/default.aspx; e-mail: [email protected]

EHLERS & ASSOCIATES — School bond issues; ref-erendum help; financial and enrollment studies. Lisle- 630/271-3330; website: http://www.ehlers-inc.com;e-mail: [email protected]

FIRST MIDSTATE, INC. — Bond issue consultants.Bloomington - 309/829-3311; e-mail: [email protected]

GORENZ AND ASSOCIATES, LTD. — Auditing andfinancial consulting. Peoria - 309/685-7621; website:http://www.gorenzcpa.com; e-mail: [email protected]

HUTCHINSON, SHOCKEY, ERLEY & COMPANY —Debt issuance, referendum planning, financial assis-tance. Chicago - 312/443-1566; website: www.hse-muni.com; e-mail: [email protected]; [email protected]

SPEER FINANCIAL, INC. — Financial planning andbond issue services. Chicago - 312/346-3700; website: http://www.speerfinancial.com; e-mail:[email protected]

STIFEL, NICOLAUS & COMPANY, INC. — Full ser-vice securities firm providing investment banking andadvisory services including strategic financial plan-ning; bond underwriting; and referendum and legisla-tive assistance - Edwardsville - 800/230-5151; e-mail:[email protected]

WILLIAM BLAIR & COMPANY — Bond issuance,financial advisory services. Chicago - 312/364-8955; e-mail: [email protected]

WINTRUST FINANCIAL — Financial services hold-ing company engaging in community banking,wealth management, commercial insurance premi-um financing, and mortgage origination. Willow -brook - 630/560-2120

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Office EquipmentINTERIORS FOR BUSINESS, INC. — Classroom fur-

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Superintendent SearchesHAZARD, YOUNG, ATTEA & ASSOCIATES, LTD —

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Are you using the newest numbers?Essentials of Illinois School FinanceA Guide to Techniques, Issues and Resources

Sixth Edition

Completely updated with revised laws through July 2012and state funding data for fiscal year 2013

www.iasb.com/shop/or call 217/528-9688, ext. 1108

Member price

$25Non-Member price

$35

Keith Hoskins,

Carmi, was named

the community’s

2012 Citizen of the

Year in October. An

employee of First

Bank, he is a long-

time member and

servant with the First Baptist Church

of Carmi as well as past president to

many organizations, including Kiwa-

nis. He is currently president of the

Carmi-White Co. CUSD 5 school board.

L. Goebel Pat-

ton, West Frankfort,

was honored on his

99th birthday by

friends and Lions

Club members dur-

ing a recent meeting. The former Frank-

fort CUSD 168 superintendent is the

only person ever named twice as The

Daily American’s Citizen of the Year.

Patton spent 52 years in education in

the West Frankfort school district and

was the first superintendent when the

unit district was formed. He was also

the first-ever chairman of Southern Illi-

nois Schools Credit Union.

Ellyn Ross, Buf-

falo Grove, received

the Buffalo Grove

Rotary Club’s annu-

al Bill Reid Award in

October. She has

served on the Aptak-

isic-Tripp CCSD 102

school board since 2002 and has vol-

unteered with Stevenson High School’s

community foundation since 2005. The

award was named in memory of Reid,

a longtime teacher and assistant prin-

cipal at Elk Grove High School.


Milestones

M I L E S T O N E S

Achievements

In memoriamWilliam J. Beck, 85, died October 18,

2012. He formerly served on the

Arlington Heights SD 25 school board

and as its president for two years.

Gordon F. Blackert, 86, died Novem-

ber 2, 2012. He had served as a

Prophetstown school board mem-

ber for more than 20 years.

Dick Boynton, 91, died November 15,

2012. He had been a member of the

Pleasant Plains CUSD 8 school board

for nine years.

Frederick W. Cline, 88, died Septem-

ber 28, 2012. He was a former Abing-

don CUSD 17 school board member.

Don Craig, 77, died September 23, 2012.

He previously served on the Pinck-

neyville CHSD school board for

six years.

Guye Dedert, 63, died September 29,

2012. He was a former Quincy SD

172 school board member.

Gary Ray Eathington, 71, died Octo-

ber 9, 2012. He served on the Avon

CUSD 176 school board for 14 years.

Darleen P. Friedlund, 83, died Novem-

ber 7, 2012. She was a past mem-

ber of the Round Lake CUSD 116

school board and had worked for

the district as a teacher’s aide and

administrative assistant until she

retired in 1990.

Richard D. “Dick” Girard, 67, died

November 16, 2012. He was a for-

mer Elwood CCSD 203 board mem-

ber.

Robert D. “R.D.” Gray, 87, died Octo-

ber 12, 2012. He served 14½ years

on several Hamilton County school

boards, including Broughton, Dale

and Hamilton County Unit 10.

Robert W. Harnish, 89, died November

1, 2012. He was a member of the

Manchester and North Boone school

boards from 1961 to 1972.

Rev. Leonard “Len” Huff, 83, died

November 6, 2012. A Methodist min-

ister, he was a former member of the

Mt. Carroll school board.

Joann E. Jantze, 84, died September 27,

2012. She had served as a PTA pres-

ident, and later as a Riverside SD 96

school board member for two terms.

Louie H. Karlau, 91, died October 20,

2012. He previously served on the

St. Joseph-Ogden CHSD 305 school

board.

Harold “Hal” Kottwitz, 82, died Octo-

ber 4, 2012. He taught 35 years in

public schools and served three terms

as a member of the Mattoon CUSD

2 school board, for a total of 13 years,

including three years as president.

Thomas W. Kozien, 70, died Septem-

ber 28, 2012. He was a member of

the Fremont District 79 school board

and former board member for Unit

District 105, Elmhurst.

continued on page 26

Question: Everyone is talking

about the new teacher evalu-

ation process. What is the school

board’s role in this process and in

education reform?

Answer: The school board’s role

in the new evaluation system and

education reform is one of governance

of the school district, with an elevated

and focused obligation for ensuring

student growth. This means that the

board must identify the district’s ends

in accordance with the reform mea-

sures and monitor its progress.

Both functions — identifying dis-

trict ends and monitoring district per-

formance — are already reflected in

IASB’s Foundational Principles of

Effective Governance.

The Performance Evaluation

Reform Act (PERA) became Illinois

law on January 1, 2010, and was fol-

lowed by education reform legisla-

tion that took effect June 13, 2011.

PERA and the reform measures pri-

marily concern the terms and con-

ditions of teacher and principal

employment.

Beginning with this school year

(2012-13), all principals and assis-

tant principals must be evaluated by

trained observers, often the super-

intendent, and the evaluations must

include data and indicators of stu-

dent growth as a significant factor.

Principals, assistant principals

and teachers must be evaluated using

four rating categories: excellent; pro-

ficient; needs improvement; or unsat-

isfactory. Teacher evaluations also

must be conducted by trained

observers, usually the principal.

Beginning on a district’s PERA

implementation date, teacher eval-

uations must include data and indi-

cators of student growth as a significant

factor. The schedule for using PERA

evaluations is staggered over the next

three and a half years. For most dis-

tricts, the deadline is the 2016-2017

school year.

It has been the board’s respon-

sibility to evaluate the superinten-

dent and that process did not change.

As before, the board must employ a

superintendent under either a one-

year contract or a performance-based

contract for a period not exceeding

five years. The performance-based

contract must include the goals and

indicators of student performance

and academic improvement. Mean-

ingful goals and indicators are impor-

tant tools for measuring the

superintendent’s performance.

The board also must review eval-

uation information in order to be

informed as to whether principals and

staff members are being effectively

evaluated, and it must dismiss staff

based on inadequate performance.

Mandated board member train-

ing is another major component of

education reform. A board member

elected after June 13, 2011 must com-

plete the training within the first year

of his or her first term. In addition,

a board member must complete PERA

training in order to vote on whether

to retain or dismiss a teacher when

the district uses the expedited process

called Optional Alternative Evalua-

tion Dismissal.

Currently, IASB is being told that

it will need to submit an application

to be an approved provider for this

training and, per ISBE, IASB may not

submit the application until March

and May 2014, along with anyone else

who wishes to be approved to pro-

vide this training.

Once IASB’s application is

approved, the Association will begin

to deliver the training. Few, if any,

districts will need this training prior

to 2014.

Other important aspects of PERA

and education reform are explained

in the free online overview “PERA

Overview for School Board Members”

on the IASB website at http://iasb.

com/law/PERAoverview.pdf.

Melinda Selbee,

IASB General

Counsel, answers

the question for

this issue.

Board has its rolein teacher evaluations

by Melinda Selbee

A S K T H E S T A F F

2921 Baker DriveSpringfield, Illinois 62703-5929

Address Service Requested

NON-PROFITPRST STANDARD

US POSTAGE PAIDILLINOIS

ASSOCIATION OFSCHOOL BOARDS

www.iasb.com

“I believe that the future of edu-cation calls for change in the form ofentirely new kinds of learning envi-ronments.”

Darryl Rosser, CEO, Sagus Internationalfurniture company, and education reform thought leader, “Change visions: Reconnecting,” Shift Ed

“When we are too certain of ouropinions, we run the risk of ignoringany evidence that conflicts with ourviews.”

Diane Ravitch, educational historian, The Death and Life of the Great American School System

“Too many people expect won-ders from democracy, when the mostwonderful thing of all is just havingit.”

Walter Winchell, American radio andnewspaper gossip columnist, 1897-1972

“Education, more than any sin-gle force, will mold the citizen of thefuture. The classroom — not the trench— is the frontier of freedom.”

Lyndon B. Johnson, 36th U.S. president, 1908-1973

“When I give a minister an order,I leave it to him to find the meansto carry it out.”

Napoleon Bonaparte, French military and political leader, 1769-1821

“Quality is never an accident; itis always the result of high intention,sincere effort, intelligent direction

and skillful execution.”William A. Foster, World War II Marine war hero in the Battle of Okinawa, 1917-45

“A leader takes people where theywant to go. A great leader takes peo-ple where they don’t necessarily wantto go, but ought to be.”

Rosalynn Carter, 39th First Lady of the United States, 1927-

“My old grandmother always usedto say, summer friends will meltaway like summer snows, but winterfriends are friends forever.”

George R.R. Martin, American writer, 1948

“A good leader takes a little morethan his share of the blame, a littleless than his share of the credit.”

Arnold H. Glasgow, U.S. businessman and writer, 1905-98

“Books will soon beobsolete in the publicschools. Scholars willbe instructed throughthe eye. It is possible toteach every branch of

human knowledge withthe motion picture. Our

school system will becompletely changedinside of 10 years.”

Thomas A. Edison, American inventor, 1847-1931

IASB Centennial

It’s time for everyone, except Pandora, to clean out their desk.”

FROM 1913●

●

●

●

The Illinois School Board Journal

Documents

Transcript of The Illinois School Board Journal