11
board presidents. “Each of the board presidents was
awesome, but they were different individuals with
completely different styles.
“The first one expectedme to facilitate the board
meetings. The second onemade it clear that it was a
meeting of the board, that shewould run themeeting
andmy role would be to ask and answer questions. I
have had board presidents who wanted time to
process issues before making a decision and board
presidents who didn’t want to hang up the phone
without a completely developed plan. It is my
responsibility to get to know the current board
president’s style and ensure I act and communicate
according to that style.”
Schuler described his relationship with teachers,
staff and other administrators as “open and
approachable.” He sets aside several days each
school year to spend the lunch hours in the faculty
lounge at each of the six schools in his district to be
available for teachers and staff to share their ideas
and suggestions in a relaxed atmosphere on their
turf.
“I have learned so much from them sharing their
thoughts, ideas and concerns. And we have made
significant changes because of their input. For
example, one of our technology rock star staff
members mentioned to me that she was maxed out
from other staff asking her to assist them in addition
to preparing for her classes. As a result of that
conversation, wemodified the staffing formula to give
several of our technology rock stars one period a day
off to offer support and coaching for their peers.
Another examplewas when amember of our support
staff told me about some forms they had to fill out
every week, but there was no obvious need for the
forms. Hewas right, andbeginning next year theywill
no longer fill out those forms. Those are just two
recent ideas that havebeen implemented.”
The relationship with the at-large community is a
critical part of Schuler’s approach.
“Sometimes there is a misperception that the
community that doesn’t have children in school is not
supportive of public education. Often that’s because
we don’t do a great job of celebrating, championing
and communicating our successes,” he said.
There are eight mayors within the boundaries of
Schuler’s school district and he and the board
president meet with each mayor annually to talk
about what the schools mean to their communities
and how the schools can help their communities. The
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HarrisandMarenda elected
toAASAGoverningBoard
Daniel F. Marenda, superintendent of La
Salle District 122, and Dr. Brian Harris,
superintendent of Wheaton District 200, were
elected May 1 to the AASA Governing Board.
Marenda was re-elected and will continue
serving as the IASA Northcentral Super Region
representative through June 30, 2017. Harris will
represent the IASA Northeastern Super Region.
His three-year termbegins July 1.
IASA extends a special thank you for
leadership and service to Dr. Sheila Harrison-
Williams, superintendent of Hazel Crest District
152-5, and to Dr. David Schuler, superintendent
of Township High School District 214, whose
terms expire June 30. Harrison-Williams
currently serves on the AASA Governing Board
and Schuler on the AASA Executive Committee.
Schuler recently became President-Elect of
AASA.
Illinois holds five seats on the AASA
Governing Board. The representatives for each
IASASuper Regionbeginning July 1 are:
IASANorthcentral Super Region
Daniel F. Marenda, Superintendent –
LaSalle 122 (term expires 6/30/2017)
IASANortheasternSuper Region
Dr. Catherine M. Finger, Superintendent -
Grayslake Comm 127 (term expires
6/30/2015)
Dr. Brian Harris, Superintendent – Wheaton
#200 (Termexpires 6/30/2017)
Dr. Jane L. Westerhold, Superintendent -
Des Plaines CC #2 (term expires
6/30/2016)
IASASouthernSuper Region
Dr. Gary Kelly, Superintendent – DuQuoin
300 (term expires 6/30/2016)
Dr. Schuler namedAASAPresident-Elect_____________________________________________
