BASA Member Update 5.23.19

BASA Member Update May 23, 2019

1. Hot Topics • AASA Survey

• Superintendent of the Year • Department seeking districts to pilot 2019-2020 revised draft OTES • Six Steps to Greater Public Support

2. 2019-2020 University of Dayton/BASA Class Brochure 3. 2018 Management Guide

HOT TOPICS AASA Survey

Members: Our national organization, AASA, The School Superintendents Association, recently launched its decennial superintendent pipeline study, an effort to detail the demographics, trends, and experiences of the nation’s public school superintendents. You should have received an invitation to the survey from them. In support of this important research and in case you did NOT receive the invitation to the survey, here is the link https://survey.k12insight.com/r/6g27yv . We encourage you to take the time to complete the survey. You can direct any questions to AASA policy analyst Chris Rogers (crogers@aasa. org). Superintendent of the Year Nominations For further national application information, please visit http://www.aasa.org/content. aspx?id=3404 STATE APPLICATION Each applicant must contact the AASA Affiliated/State Associations to inquire about the State Superintendent of the Year selection process and application deadlines. Timelines vary from state to state. To be eligible for National Superintendent of the Year®, an applicant must first be selected as a State Superintendent of the Year by the state association of school administrators or AASA Affiliate program. AASA, The School Superintendents Association, has affiliate relationships with 49 state administrator associations and the Canadian Association of School System Administrators (Canada). Access state association/ affiliate websites by clicking on the following link: My.AASA.org . The deadline for completed applications for State Superintendents of the Year will be September 1.

Department seeking districts to pilot 2019-2020 revised draft OTES Recent Ohio law brought about changes to the Ohio Teacher Evaluation System (OTES). The Ohio Department of Education plans an OTES pilot to gather feedback on the draft revisions to the OTES process. The 2019-2020 pilot based on the revised draft OTES now is open to all districts that want to participate. Districts and community schools that want to participate must submit completed Intent to Participate forms by June 1. These participating schools must bring small teams to three regional trainings throughout the 2019-2020 school year. Evaluators and teachers will use the components and forms associatedwith the revised draftOTES to informpossible changes to the OTES model, as well as help shape training for the 2020-2021 implementation.

Jamie Vollmer President, Jamie Vollmer Inc.

Six Steps to Greater Public Support

The term “engaging the community” appears thirty-one times in the Ohio Standards for Superintendents. ESSA, Title IV, Part A, directs administrators to “strengthen ties with the people of their communities.” Every district in the Buckeye State has a public engagement objective featured in its strategic plan. And every superintendent I know acknowledges the importance of the “community piece.” But in my experience, as the drama of the school year unfolds, pursuit of this goal takes a back seat to more pressing concerns. Execution falls to the communications director, if you are lucky enough to have one. Once upon a time, this was good enough - educators were respected, most folks had kids in school. Not anymore. Shifting demographics, rising expectations, and intense political scrutiny have changed the school/community dynamic. Society’s traditional mandate, “Teach our students,” has become, “Raise our kids!” And as you and your staff struggle to meet this challenge, media pundits, ideologue policymakers, anti-tax crusaders, and self-serving entrepreneurs work 24/7 to erode public trust in you and your schools. The time has come for everyone on staff – certified and classified – to help educate and engage the people of your community. You need all the support you can get. I have been talking about this at convocations and conferences in Ohio for thirty years. Two years ago, a superintendent asked if I would create a pro public education video series that he could use with his staff and community. I’d been asked before and always managed to politely decline. But for some reason – maybe Jupiter was aligned with Mars – he struck a nerve. I began organizing my thoughts the next day. And, as the series took shape, I began to see a path – a path that any superintendent could follow to energize his or her staff and engage the community at no cost. This path has six interdependent steps.

Step One – Promote Public Education and Praise Your Staff

In this time of rampant criticism, it is vital that administrators and their staffs stand up and tell the story of public education’s success. Emphasize that public schools have unleashed the potential of tens of millions of Americans both privileged and disenfranchised. Explain that no expenditure of tax dollars yields as high a return as our investment in public schools. Make the case that your teachers are the most important professionals in your community. Demonstrate how every road to individual and community success runs right through their classroom doors. Highlight their record of achievements. Applaud their dedication. Stress the value of their individual and collective experience. Publicly celebrate their success. Step Two – Defend public education Acknowledge the threats facing your schools. Analyze the motivations of those who seek to undermine public support. Provide your staff and allies with the information they need to refute baseless criticism and expose the dangers of empty, free-market rhetoric. Help your staff see that they have the power to speak out and increase support for themselves and their schools. Remind them that they are one of the largest employee groups in the county. Impress upon them that the stakes are too high to remain silent. At the same time, encourage the staff to eliminate self-inflicted wounds. Show how everyone’s reputation is damaged when staff members bad-mouth one another and their schools in public. Explain the professional and personal benefits that accrue when people shift their attention from the negative to the positive. Ask everyone to look for things in and around their schools that might be considered encouraging, hopeful, or inspirational. Urge them to share their triumphs – big and small - within their social networks.

Step Three - Accept the need for change

Make it clear that defending public education does not mean defending the status quo. Help staff, parents, and the public understand why schools need to change. Reference Thomas Jefferson’s seminal “Notes on the State of Virginia” to expose

the sorting problem that sits at the heart of the system. Raise awareness that our schools were created to serve an America that no longer exists. But make sure everyone understands that attempting major change can, and will, inflame passions. Even reasonable reforms backed by logic and research anger those who hold on to rigid mental models of “the way school ought to be.” Ignore this reality at your peril.

Step Four – Overcome resistance to change

Place today’s need for reform in context. Offer a history lesson to show that our schools have always been a work in progress. Review the choices our ancestors made to meet America’s evolving needs and explain the choices we face today. Address the symbiotic nature of the school/community relationship. Help everyone see that schools are a reflection of local values, traditions, and beliefs. Accept the hard truth that raising student achievement requires more than changing our schools. It requires changing the culture of the communities they serve. Step Five - Increase community understanding Help the public understand the challenges you face. Focus on the great majority of people who haven’t stepped inside a school in decades, and, therefore, have archaic and/or simplistic notions of what you are up against. Expose them to the mountain of academic, social, and medical responsibilities that the people of Ohio, through their elected officials, have heaped upon your schools. Be sure to make the need for reform personal. Connect the dots between improving the quality of local schools and improving the quality of life of everyone in the community. Show people that they have still skin in this game, whether or not they have children in school. Step Six - Reap the benefits of engagement Watch as more members of your staff become proactive ambassadors for your schools. Enjoy greater public respect, trust, resources, and support as you work to

prepare all children to thrive and prosper. Expedite fundraising. Fulfill your community engagement objective. Set the stage for ever-increasing student success.

Jamie Vollmer is the creator of the video series, The Great Conversation™. He is the author of the book, Schools Cannot Do It Alone, and the 2012 Friend of Ohio Public Education. www.schoolscannotdoitalone.com

University of Dayton/BASA Superintendent Certificate Preparation Program - Cohort The UD/BASA Superintendent Certificate Preparation Program- Cohort is a unique collaborative program designed to maximize the professional ex- pertise and resource base for superinten- dents from BASA and the approved certifi- cate program and demanding curriculum of the University of Dayton. The program will provide a cohort of Ohio educators with a convenient, rigorous, practice-based program leading to an Ohio certificate as a superintendent. Up to 25 Ohio educators will be admitted into the program by the University of Dayton. The cohort group will complete the University of Dayton’s approved program leading to certification as an Ohio Superintendent.

Classes will be held at: Buckeye Association of School Administrators 8050 N. High St. Conference Room Columbus, OH 43235

University of Dayton / BASA

Superintendent Certificate Preparation Program

To Register 1) Contact the University of Dayton for pre-qualification questions. 937-229-3738 2) Complete admission form for the EDA Superintendent Program through the University of Dayton at

https://dayton.force.com/ graduate/TX_SiteLogin? startURL=%2Fgraduate% 2TFTargetX_Base_Portal

3) Contact Janice Keivel with questions and to notify of intention to participate in the Cohort Program.

UD Contacts : Dr. David Dolph ddolph1@udayton.edu Janice Keivel

Faculty Instruction of the coursework will be provided by University of Dayton faculty, R. Kirk Hamilton, Executive Director of BASA; David Axner, Deputy Executive

Questions: Contact BASA: 614-846-4080

University of Dayton/BASA Superintendent Certificate Preparation Program Cohort - Class Schedule 2019-2020

University of Dayton Department of Educational Administration Principles of academic practice form the structure of all EDA programs aligned with these professional standards. First, the pedagogical goals for you and all students in EDA include planned growth in your knowledge, performance, and dispositions, the constructs of our professional affiliation with ELCC. Second, a “knowledge” base of effective school leadership exists and is the foundation of what you as a potential school leader need to master to be effective in producing improved student learning outcomes. “Performance” is defined by ELCC as those proficiencies in subject, professional and pedagogical knowledge, skills, and dispositions that benefit student learning. “Performance” is also described as related to the quality of institutional practice, in addition to individual practice. “Dispositions” are defined as those values, commitments, and professional ethics that influence your behaviors toward students, families, colleagues, and communities and affect student learning. These principles include a heavy emphasis on pedagogy that is practice-related, problem- based, i.e., “field” related. In EDA courses you will be continually engaged in building your knowledge - knowledge that is based in research and applied to practice in real schools. Throughout each EDA program, you will apply sound leadership knowledge to problems of contemporary PK-12 public , Catholic and other non-public schools.

CLASS SCHEDULE

DATE

TIME

Saturday, August 3, 2019

9:00 AM

Orientation for Cohort Program and EDA 733—Internship III

 Earn your certifi- cate in one year

9:00 AM - 4:00 PM 5:00 PM - 9:00 PM 8:00 AM - 4:00 PM BASA Fall Conf. 8-5 BASA Fall Conf. 8-12 9:00 AM - 3:00 PM 5:00 PM - 9:00 PM 8:00 AM - 4:00 PM 5:00 PM - 9:00 PM 8:00 AM - 4:00 PM 5:00 PM - 9:00 PM 8:00 AM - 4:00 PM 5:00 PM - 9:00 PM 8:00 AM - 4:00 PM 5:00 PM - 9:00 PM 8:00 AM - 4:00 PM 5:00 PM - 9:00 PM 8:00 AM - 4:00 PM

Saturday, August 3, 2019 Friday, August 9, 2019 Saturday, August 10, 2019 Tuesday, Oct. 1, 2019 Wednesday, Oct. 2, 2019 Saturday, Oct. 5, 2019 Friday, January 10, 2020 Saturday, January 11, 2020 Friday, January 24, 2020 Saturday, January 25, 2020 Friday, February 7, 2020 Saturday, February 8, 2020 Friday, February 28, 2020 Saturday, February 29, 2020 Friday, March 13, 2020 Saturday, March 14, 2020 Friday, March 27, 2020 Saturday, March 28, 2020

EDA 718 The Superintendency Instructor: Jerry Klenke, Ph.D.

 Convenient and

expedient weekend classes

 Instructors are professors with

EDA 760 District Level Management Instructor: R. Kirk Hamilton, Ph.D.

practice in the field

 Students will have access to major “players” in Ohio education  Network within your cohort of educators from all over Ohio

EDA 761 District Level Leadership Instructor: David Axner, Ed.D.

Each class will offer 3 semester hours of graduate credit.

Thanks to the partnership between the University of Dayton and the Buckeye Association of School Administrators, a limited number of scholarship dollars are available for those cohort classes. Information will be provided the first session of EDA 733. Textbooks for this program will be provided free of charge.

The Management Guide for School Leaders ********************2018 Edition********************

The Management Guide for School Leaders updates all education-related legislation adopted between July 2017 and July 2018.

Now in electronic book format!

NEW for 2018

Updated Calendar Year of Duties New Schedule for Property Value Reappraisal and Updates All New References to the Ohio Revised Code Organized Alphabetically by Topic Over Fifty (50) References and Resources, Including:  Operating Levy Options  Specific Offenses Barring Employment or Licensure

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 The Management Guide for School Leaders has been completely reviewed and updated for 2018. The new edition is now formatted in an easy, more efficient  layout to minimize the time it takes to find answers to questions like:

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 When and where are districts required to display the state and/or national mottoes?

College Credit Plus And Much More!

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 What kind of facsimile signature is not per- mitted on vouchers, checks, or other instru- ments for the payment of money?

 What is the annual deadline for conducting the mandatory fire drill?

The 2018 Management Guide for School Leaders

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Address:_____________________________________ City/Zip:__________________________

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$99.00 Per Subscription Number Ordered: _______ Total Amount Due: $_______________ ❑ Check enclosed (payable to BASA)

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Please fax to BASA at: 614-846-4081 or mail to: 8050 N. High Street, Suite 150, Columbus, OH 43235

Questions? Call 614-846-4080