NCSA Today Magazine, Summer 2009

NCSA TODAYNCSA TODAY

The NebraskaState Board of Education

A PUBLICATION OF THE NEBRASKA COUNCIL OF SCHOOL ADMINISTRATORS

Nebraska Councilof School Administrators

May 2009 www.NCSA.org

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MAY 2009 NCSA TODAY 1

FEATURES

NCSA MissionThe mission of the Nebraska Council of School Administrators (NCSA) is to be an effec-tive leader for quality education and to enhance the professionalism of its members.

NCSA Today is a benefit of membership in the Nebraska Council of School Administrators, 455 South 11thStreet, Suite A, Lincoln, NE 68508. Telephone 402.476.8055 or 800.793.6272. Fax 402.476.7740. An-nual membership dues are $325 (active members), $100 (associate members), or $30 (student members).NCSA Today is published quarterly. Send address changes to NCSA, Membership, 455 South 11th Street,Suite A, Lincoln, NE 68508. Copyright 2009 by NCSA. All rights reserved.

NCSA EXECUTIVE BOARD2008-09

Chair . . . . . . . . . . . . .John OsgoodVice Chair . . . . . . . .Dr. Jon Habben

NASA RepresentativesPresident . . . . . . . . . . . .Matt FisherPresident-elect . . . . . .Bill MowinkelPast President . . . . . .Dr. Jon Habben

NASBO RepresentativesPresident . . . . . . .Sandy RosenboomPresident-elect . . . . . . . .Rick FeautoPast President . . . . . . . .Doug Lewis

NAESP RepresentativesPresident . . . . . . . . . . . . .Mary YilkPresident-elect . . . . . .Sarah WilliamsPast President . . . . . . .Mark Wragge

NASES RepresentativesPresident . . . . . . . .Ellen StokebrandPresident-elect . . . . . . . .Jane ByersPast President . . . . . . . .John Street

NSASSP RepresentativesPresident . . . . . . . . . . . .Ryan RuhlPresident-elect . . . .Dr. Kent McLellanPast President . . . . . . .John Osgood

NARSA RepresentativePresident . . . . . . . . . . . .Kay Gordon

NCSA STAFF

Dr. Michael S. DulaneyExecutive Director/Lobbyist

Dr. Dan E. ErnstAssociate Executive Director/Lobbyist

Kelly Coash-JohnsonTraining and Development Director

Cami CumblidgeFinance and Membership Coordinator

Dr. Bill KenagyNCSA Principal Liaison

Angie CarmanExecutive Administrative Assistant

Carol YoungAdministrative Assistant

The opinions expressed in NCSA Todayor by its authors do not necessarilyreflect the positions of the NebraskaCouncil of School Administrators.

Taking FlightBY KANDY IMES, President, Nebraska State Board of Education

TheTeacher ShortageTaskforceBY ELLEN STOKEBRAND, SpEd Director, ESU #4;President, Nebraska Association of Special Education Supervisors

Educational Service Units:Collaboration, Innovation, and CreativityBY MATT BLOMSTEDT, Executive Director, ESU Coordinating Council

O’Neill Public Schools’ Journey into 24/7 Learning

NSASSPAnnounces 2009 DistinguishedPrincipals of theYear

NAESP Outstanding New Principal of theYear:York Official is Selected for 2008-2009

Preparing for the PrincipalshipBY JOHN LAMMEL and LARRY L. DLUGOSH,University of Nebraska–Lincoln

State-of-the-ArtWebsiteAimed atEmpowering Schools and the CommunityBY JOHN OSGOOD, Middle School Principal, Minden Public Schools

NCSA Membership—TheThingsWe Do ForYou!

Voluntary Benefits Help Both District andEmployees DuringTough EconomicTimesBY STUART L. SIMPSON, Business Manager forNorth Platte Public Schools

School Leaders Errors and OmissionsBY THOMAS CHAMPOUX, UNICO Group, Inc. andKAREN HAASE, Harding and Schultz Law Firm

NATIONAL CONVENTION DATES

CALENDAR OF EVENTS

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2 NCSA TODAY MAY 2009

NEBRASKA STATE BOARD OF EDUCATION PERSPECTIVE

Flying home from the State Board’s April meeting,my seatmate, Carol, and I engaged in conversa-tion more typically experienced by friends of a

longer term. Within minutes, our conversation gained al-titude. As weturned off ourelectronics, madesure our seat-backs were in theupright position,our belongingsproperly stowed,our seatbelts fas-tened low andsnug and our traytables up andlocked, a wel-come messagefrom the pilot fi-nally invited usto sit back and

enjoy our ride to Denver.Inquiring of each other’s final destination and reason

for travel, we discovered our common interests in edu-

cation. Carol, from Blair, asked what I thought of thestate of education these days. I answered that though Idon’t consider myself a fan of the requirements of NoChild Left Behind, I do think that the law has stimulatedunprecedented conversation and research. While otherseatmates might have politely changed the subject, thisformer teacher from Colorado insisted, “Oooh. Tell memore. I’m interested.” Leaving the rest of the world onthe ground, Carol and I reached flight level.

The conversation that followed that day, gave me theopportunity to reflect on what is of current importanceto the Nebraska State Board of Education.

The Board of 2009 is a group of diverse thought andis perfectly poised in conjunction with our new Com-missioner, Dr. Roger Breed, to make meaningful and abid-ing policy. Study and deliberation of the Board is pursuedthrough structured and less formal conversation in com-mittees as well as work session discussions on the firstday of our monthly meetings. Strengthening this workare the efforts of the Board and Commissioner Breed, to-gether with those of Governor Heineman and the Educa-tion Committee of the Legislature chaired by SenatorGreg Adams, to advance our working relationships witheach other and Nebraska’s professional education organ-

izations. We look forward to conversa-tion in developing policies that undergird the efforts of Nebraska’s educa-tional system.

At present the developing model ofour Nebraska accountability system de-mands most of our attention. Statestandards are being rewritten to clearlydefine what it is that all of our stu-dents need to know and be able to dofor success in their post-high schooleducation and career. In deliberatingrigor, course work requirements havebecome an area of clear interest to theboard.

That brings me back to my conver-sation with my seatmate, Carol, a for-mer music teacher and concert pianist.I specifically cited rigor in mathemat-ics. Noting I’d struck a chord, no punintended, Carol voiced a passionate

Taking FlightBY KANDY IMES, President, Nebraska State Board of Education

The Board of 2009 is a group ofdiverse thought and is perfectlypoised in conjunction with ournew Commissioner, Dr, RogerBreed, to make meaningful andabiding policy. Study anddeliberation of the Board ispursued through structured andless formal conversation incommittees as well as worksession discussions on the firstday of our monthly meetings.

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NEBRASKA STATE BOARD OF EDUCATION PERSPECTIVE

plea for the Arts and their untapped po-tential in our quest for rigor. I sat in myaccountability-narrowed thought for amoment thinking about the links in ourtwo perspectives: America values educa-tion. It is also broadly understood thatinnovative work is the strength of theAmerican people and the key to our eco-nomic strength. Education develops thecapacity of our American minds to en-gage in innovation. Therefore, for theAmerican worker to be successful in theglobal workplace, it follows that rigorouscoursework must develop innovativeminds. Isn’t it wonderful how the rightperson at the right time can refocus ourthinking and provide the food for thoughtthat helps so many of our ideas coalesce?

Following closely on the heels of rig-orous standards is assessment. I just re-turned from Mahoney IV, a conferencethemed Supporting Continuous Improve-ment in an Era of Accountability. This wasthe most timely and meaningful two-dayNebraska conversation on school improve-ment in which I’ve had the privilege andmotivation to engage. A group represent-ing a wide range of educators and partnersin education engaged in addressing es-sential questions concerning theresponsibility of accountability. Iam now a step closer to under-standing the enormity of the cur-rent project of initiating our statetests and the use of the data forimprovement of student learningthat will follow. Presently, theState Board Policy Committee isengaged in an engrossing discus-sion concerning assessment. Thiscommittee’s work in developing acommon language and a view ofassessment’s full role in our devel-oping accountability system willserve as a basis of discussion withthe full Board.

A theme to come out of Mahoney IV is,as one participant put it, the need “to

broaden ownership in kids doing well.”Carol’s experiences as a former teacher,and current spiritual director lent to myunderstanding of the need for communitysupport in closing the achievement gap.So many factors enter in to a student’sability to engage in learning as illustratedby the myriad of support services requiredin schools, legislated programs addressingsocietal ills and endless requirements of

teachers and administrators outside of therealm of instruction. The concept of Com-munity supporting parents and schools in

the learning of their children and studentshas reached a level of critical need.

As Carol departed for her next flightand I awaited mine, I felt a sense of cer-tainty that Nebraska will continue with re-newed confidence in its quest foraccountability for kids doing well. Like somany of our community members in Ne-braska, Carol is a concerned supporter ofeducation. A Blair resident, former music

teacher and concert pianist, andcurrent spiritual director, Carol isalso a retreat leader, Pastor’s wife,and a relatively new Nebraskan. Asleaders in education, let us notforget to seek the wisdom andsounding board qualities of ourfellow citizens. My conversationwith Carol was stimulating and herbroadly experienced perspectiveprovided nourishing food forthought. I reflected on our dis-cussion as I stowed my belong-ings, fastened my seatbelt low andsnug, sat back, and enjoyed myride to Scottsbluff. In fact, I’m re-

flecting on that enlightening conversationstill. �

Education develops the capacity ofour American minds to engage in

innovation.Therefore, for the Americanworker to be successful in the global

workplace, it follows that rigorouscoursework must develop innovative

minds. Isn’t it wonderful how the rightperson at the right time can refocus our

thinking and provide the food for thoughtthat helps so many of our ideas coalesce?


STATEWIDE

Can we talk? We’ve re-initiated the conversationabout teacher shortages again. The questionsare the same. Where are the teaching short-

ages? Specifically, which disciplines are lacking qualifiedcandidates? What regions of the state are experiencingthe most difficulty in finding qualified candidates? Andmost importantly, why do we keep having this conversa-tion? Actually, this conversation has been happening offand on for the past 20 years and yet the teaching pro-fession continues the search for a few good candidates.The issue has been explored by many and often. We havequite a bit of data. We’ll be releasing another surveysoon, in an effort to get more timely data. So, whatmakes this conversation different?

A Little HistoryDuring the 2007-2008 school year, NASES members

participated on a shortage taskforce led by NSLHA (Ne-braska Speech Language and Hearing Association).NSLHA sent out a survey to special education directorsand other stakeholders last October. The results of thatsurvey are not yet available as I write this article. Thesurvey questions generally focused on shortages relativeto speech-language positions in public schools. At thatpoint, NASES decided to take a look at the bigger pictureof special education shortages, and with the encourage-ment of the leadership of NCSA, opened the discussion toinclude all teacher shortages in education.

The University of Nebraska–Lincoln (UNL) completeda study at the request of NDE in the fall of 2007. Thesurvey response was phenomenal at 97 percent and re-sults indicated that there were 97 unfilled teaching po-sitions in Nebraska districts during the 2007-2008 schoolyear. Of those 97 positions, over 50 percent of them were

in districts of less than 500 students. The top three po-sitions that were unfilled were Special Education (16%),Sciences (15%), and Foreign Languages (12%). Other un-filled positions included English (7%), Industrial Tech(6%), Music (6%), Speech-Language Pathologists (6%),Media Specialists (6%), and Math (5%). Finally, the Cen-tral and Southeast regions of the state tied for the high-est percentage of unfilled positions at 20.6%, followedby the Panhandle (19.6%), Northeast (15.5%), OmahaMetro (14.4%), and West Central (9.3%).

Are We at the Tipping Point?With federal requirements for “Highly Qualified Teach-

ers,” it seems that the discussion about the teachershortage has been gaining momentum lately. We maynow be at the proverbial ‘tipping point’ where address-ing change is easier than the status quo. There is someaction. Nebraska’s Legislature is again working on legis-lation that would support a loan forgiveness programthat now includes both undergraduate and post-graduatedegrees. Teachers who participate in the loan forgive-ness program have to stay in the classrooms for a spec-ified period of time.

And maybe that’s the real issue. Are teachers stayingin the classroom? Several sources indicate that newteachers generally leave the classroom, and educationall together, within five years. For special educationteachers, the general consensus is that teachers are leav-ing within three years. It would seem that the conver-sation needs to include a serious chat about retention.

As we talk about retention, do we dare mention theeconomy? Will there be those who left our profession try-ing to return, searching for stability in turbulent times?Will there be an impact for districts as private agencieswho currently employ SLPs downsize? Should our con-versation include ways to help those from other profes-sions such as business, engineering or science enter theteaching ranks?

The Taskforce SurveyWe are launching a survey that will help us to trian-

gulate a series of data as we continue the conversation.This information will assist in providing the foundationfor the discussion that the NCSA Teacher Shortage task-force will be having the discussion soon. The taskforce

TheTeacher ShortageTaskforceBY ELLEN STOKEBRAND, SpEd Director, ESU #4; President, Nebraska Association of Special Education Supervisors

STOKEBRAND

Survey address:http://esu4.myelearning.org/frames.aspxClick on the ‘public surveys’ link and you willsee the “Teacher Shortage Taskforce.” Thesurvey includes 25 questions. If you’d like acopy of the survey results, please contactEllen Stokebrand, [email protected].

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EDUCATIONAL SERVICE UNITS

Icould spend a little time explaining my new rolewith the Educational Service Unit CoordinatingCouncil or I could spend time talking about the im-

portant work going on in our 17 ESUs across the state,because there's a lot of it. I decided to scan my book-shelves for a little inspiration to write this article. I cameacross a curriculum history text that contains BenjaminFranklin's “Proposals Relating to the Education of Youthin Pennsylvania” which he penned in 1749. I decidedto reach for my inner “philosopher” and just write a bit...

In Franklin's time, education had narrowed its focusso as not to serve the “practical pursuits of colonial life.”Perhaps it is from Franklin as a colonial entrepreneur,philosopher, and statesmen that we can draw a moderncomparison. We should not limit education as somethingdelivered from schools to a student, but instead shouldgrasp the opportunity to develop schools as a placewhere we transfer knowledge to another generation andencourage them to expand our intellectual capital.

On the occasion that you need a little inspiration,find a student that is budding with enthusiasm for thetask of learning at hand. I observe my own children (fourdaughters, by the way) completely engaged in their self-defined activity of learning and excited about the sortsof things that drive parents crazy. For instance, there wasthe time I discovered one of my daughter's recent art-work. Normally, this is an occasion to stick it on thefridge and admire it until the little Picasso prepares her

next masterpiece. Unfortu-nately, on this occasion, shechose to work in blue perma-nent marker and carpet.

As parents we look forwardto getting our kids socialized –mostly to avoid expense, em-barrassment, or serious injury.I'm guilty on all counts. I say,“Send the kids to school andlet the teachers, principals, su-perintendents – even the cus-todians and cooks shape theminto model citizens.” I ask myfirst grader what she has

learned and I usually get the same answer I gave my par-ents as a youngster – “I don't know.” I'm also guilty ofblustering about how “she must be learning something.”Yes, I catch myself being an overly critical “Joe Public.”The reality is she is learning far more on a daily basisthan my fatherly, feeble mind can grasp. Deep inside Iknow that my daily question is misplaced. Instead, Ishould engage my daughter in conversation about herlearning process and critical thinking skills... I like tosay that “doubt is the highest form of learning.” I sus-pect I will give my daughters plenty of reasons to doubtin the future.

If the tables were turned, and my daughter was ask-ing about the progress I made on a given day, I'd hopeI could muster an answer. Now, in this age of publicschool accountability, we ask schools much the samequestion as I ask my daughter each day. This “what haveyou done for us lately” mentality is a trap that we are allsubject to fall into. We find ourselves (again, I'm guilty)focusing our efforts and attention on standards, assess-ment, and “proving up” our worth. We need to thinkmore like children – no, don't grab your blue Sharpie –we have to be innovative and creative in our own right.

The Department of Education and Commissioner Breedplanned a discussion “Supporting Continuous Improve-ment in an Era of Accountability” in mid-April. I thinkthey are on the right topic. Additionally, I believe thatESUs (see, I got to it, eventually) must help provide thecatalyst for educational innovation and creativity. In myrole, I don't have to look far for such innovation. I findtremendous opportunities through ESU services relatedto distance education, media, learning management soft-ware, and talented ESU staff all over the state. I believethat ESUs, in collaboration with schools, the Departmentof Education, and our state’s policy leaders, can improveeducational creativity appropriate for 21st century skills.Through the time and talents of many or our ESU re-sources, we will endeavor over the next few months toimplement a strategy that meets the needs of districts asthey meet the demands of students. Maybe from suchactivities we can develop our own “Proposals Relatingto the Education of Youth in Nebraska.” We already havea solid foundation and much of which to be proud. �

ESUs, in collaborationwith schools, theDepartment ofEducation, and ourstate’s policy leaders,can improve educationalcreativity appropriatefor 21st century skills.

Educational Service Units:Collaboration, Innovation, and CreativityBY MATT BLOMSTEDT, Executive Director, ESU Coordinating Council

Blomstedt


21ST CENTURY TECHNOLOGY

At O’Neill PublicSchools, technology ismore than the next

new gadget. Instead, it is aboutequitable access and leveling theplaying field. It is about en-hanced communication, collabo-ration, and other 21st centuryskills. It is about amplifyinglearning opportunities and en-gaging learners in self-directedwork. And, it is opening oppor-tunities to all students beyondwhat they traditionally see pos-sible in school and beyond.Nearly every classroom, K-12, isequipped with a digital projector,SMART Board interactive white-board, and digital tools specificto the discipline (digital cam-eras, video cameras, graphingcalculators, handhelds, probes,etc.) Accompanying the hardwareis a vast array of softwarechoices from which every studentcan explore their talents and preferred learning styles. Most im-portantly, each 7th-12th grade student has round-the-clock ac-cess to a MacBook laptop through O’Neill’s 24-7 Learninginitiative, while the elementary frequently utilizes laptop cartsto enhance student learning.

O’Neill’s technology integration success didn’t happenovernight. In this K-12 rural district of approximately 800 stu-dents, student engagement and student success has always beenthe focus. A strong administrative team with powerful future vi-sioning supports the day-to-day learning efforts in the classroom.That vision created positions for a technology integration spe-cialist at each building, as well as an IT person to keep the tech-nology up and running. This has made a tremendous differencein infusing technology throughout the curriculum.

Another reason for technology success across the district canbe attributed to the classroom leaders. Teachers are encouragedto participate in professional development in numerous areas;they have shown leadership in many organizations such as NATM,

NATS, NETA, NAG, and NEA. Many staff members have invested re-sources in college courses to enhance their ability to effectivelyuse technology in the classroom. Their growth is evident in thework they assign in the classroom. O’Neill’s teaching staff is onthe cutting edge of 21st century teaching and learning.

Grant-writing efforts (both small and large) have been a driv-ing force in acquiring equipment and programming funds for manyeducational efforts. Once funding is secured, the students “sell”the continuance of it with the projects they create while utiliz-ing the technology in the learning process.

Thus, the most significant piece of the “success formula” isthe students themselves. Students from O’Neill Public Schoolshave presented locally, regionally, and nationally with their ex-emplary work, much of which has been enhanced by the technol-ogy resources available to them. In an effort to showcase studentsuccesses, Superintendent Amy Shane arranges for a group of stu-dents to present a “Success Story” at every School Board meeting.

O’Neill Public Schools’ Journeyinto 24/7 LearningBY KATIE MORROW, Technology Specialist and AMY SHANE, Superintendent, O’Neill Public Schools

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21ST CENTURY TECHNOLOGY

More often thannot, students arehighlighting thepower of technol-ogy in their proj-ects, whetherthrough an FCCLAkeynote presenta-tion, National His-tory Day researchproject, originalmusic productionand performances,movie productionsaired on televi-sion, publishedwriting projectstechnology hasenhanced their

learning. That’s why when a 1:1 laptop initiative was first pro-posed for the district, it only made sense to board members. Ex-panding students’ use of technology to 24/7 with equal accessfor all, in a more organized, learning-focused school-wide effortwas the next step for district success. High School Teachers re-ceived MacBook laptops during the summer of 2007 and trainingthat fall. Juniors and seniors received their laptops and pilotedthe 24/7 Learning Initiative second semester of the 2007-08school year, and all 400 7-12 graders received Macbooks in Augustof 2008.

Gains are already beingseen by teachers, students,and the greater community.Home-school connectionshave increased as familiesbenefit from the increasedaccess to information andcommunication that the lap-top provides. Students aremore engaged in the learningprocess. Often learning proj-ects have a real-life purposethat extends beyond theclassroom walls, making theirlearning more meaningful,relevant, and applicable. Stu-dents’ work is more creative,more collaborative, more dif-ferentiated, and more self-di-

rected than ever before. These 21st century skills, along with in-creased collaboration, communication, and problem-solving, areessential for our students’ futures. Providing students the op-portunity to practice, investigate, and create with a vast array ofdigital tools throughout their K-12 education is going to put themahead in their future educational and professional pursuits.

Eagle Eye Sports (Sports broadcasting live with video and stu-dent commentary) is one example of extending learning into thecommunity. Many school activities are “UStreamed” and sharedwith viewers worldwide via the web. This year’s school improve-ment external team report was streamed live so that all teachersand community members would have the opportunity to listen toit. Students have also connected with the community by design-ing websites for local businesses as well as creating commercialsand public service announcements to air on radio and television.O’Neill’s students have won numerous Robotics and Digital Mediaawards, continuing to set the bar higher each year.

Future continuance of technology at O’Neill Public Schools in-cludes plans for a school-run local cable access channel, managedby the Digital Media classes, where projects can continuously beshared on a greater stage with the rest of the community, as wellas video-on-demand access online. Incorporating more interdis-ciplinary learning experiences and curriculum models such as“Challenge Based Learning” are also in the district’s future goals.

For more information and examples of technology integrationat O’Neill Public Schools, visit the high school website athttp://oneillhighschool.org or the 24-7 Learning site at:http://www.esu8.org/~oneill/24-7 �

Gains are already beingseen by teachers, students,and the greatercommunity. Home-schoolconnections haveincreased as familiesbenefit from the increasedaccess to information andcommunication that thelaptop provides. Studentsare more engaged in thelearning process.


AWARDS

The Nebraska State Association of SecondarySchool Principals is proud to recognize Mr. JoeSajevic, Principal at Fremont High School and

Mr. Todd Hilyard, Principal at Cozad Middle School astheir Distinguished Principals of the Year.

Mr. Joe Sajevic was selected to represent Nebraska asthe High School Principal of the Year. Joe received hiseducation from the University of Nebraska-Kearney(Bachelors and Masters). Mr. Sajevic has served as a prac-ticing school administrator for the past ten years, in-cluding serving as Principal at Fremont High School since2001. Prior to that, Joe was an Assistant Principal atHastings High School. He was also a classroom instruc-tor and coach at Bertrand High School, ArchbishopBergan High School in Fremont, and Hastings HighSchool.

Joe is active in many professional organizations andcommunity leadership positions such as the National As-sociation of Secondary School Principals, the NebraskaCouncil of School Administrators, and the Nebraska StateAssociation of Secondary School Principals. He is also amember of the Fremont Noon Rotary Club, the FremontArea United Way Board of Directors, the Leadership Fre-mont Board and the Fremont Area Chamber of Commerce.

Mr. Sajevic has several other honors, including theNSASSP Region II Principal of the Year and the HastingsJaycee Young Educator of the Year. He has also been apresenter at several state and area events.

Dr. Stephen Sexton, Superintendent of the FremontPublic Schools, states: “Joe has very skillfully combinedand brought to the position the very best characteris-tics that exemplify quality, professionalism, much needededucational and general leadership and the highest lev-els of competence and integrity. He unerringly frameshis decisions on an inner sense of fairness and a con-cern for the best interests of the children and youth whoare his charges.”

Dr. Dan Cox, an English instructor at Fremont High,says: “I have known Joe to be professionally well read,thoughtful, knowledgeable about his administrative roleand in teaching pedagogy, and interested in helping hisstudents learn as well as helping his colleagues becomethe best teachers possible. He is a good, common

sense administrator – reliable, responsible, communica-tive, and fair.”

Alicia Granger, former FHS student states: “I havenever met a principal or school official with more com-passion for their job. Mr. Sajevic has a genuine love forhis job and the people he interacts with. He strives tocreate leaders, ensure academic success for students, andmost importantly, is able to relate to and understandevery person he works with.”

Mr. Gary Bolton, retired Assistant Superintendent atFPS says: “Joe has been an outstanding educationalleader, and has involved his staff, students, parents andother community members in his efforts to make Fre-mont High one of the best high schools in the state. Heis always professional and tactful in his interactions withpeople and he has the unique ability to make people per-form at their highest level and instill within them self-pride in their accomplishments. Mr. Sajevic is theultimate principal, and I am proud to have been a partin bring him to our school district.”

Mr. Sajevic will receive his award at the NebraskaState Association of Secondary School Principals confer-ence in Lincoln in February and with his selection will beeligible for consideration for the 2010 Metlife/NASSP Na-tional Principal of the Year.

Mr. Todd Hilyard was selected to represent Nebraska asthe Middle School Principal of the Year for the NebraskaState Association of Secondary School Principals. Toddreceived his education from the University of Nebraska-Kearney (Bachelor’s and Master’s), and Wayne State Col-lege (Ed. Specialist).

Todd has been the principal at Cozad Middle Schoolsince 2001. His previous experience includes teaching atAurora Middle School (1994-2000) and serving as the As-sistant Principal and Curriculum Coordinator for the Cen-tennial Public Schools (2000-2001).

Mr. Hilyard is active in many professional organiza-tions such as the National Association of SecondarySchool Principals, the Nebraska Council of School Ad-ministrators and the Nebraska State Association of Sec-ondary School Principals, the National Middle SchoolAssociation, and the Nebraska Association for Middle

Nebraska StateAssociation of Secondary SchoolPrincipalsAnnounces 2009 DistinguishedPrincipals of theYear

Sajevic

Hilyard


SEPTEMBER 2008 NCSA TODAY 9

AWARDS

Kris Friesen, Principal of York Elementary Schoolin York, NE has been named the Nebraska As-sociation of Elementary School Principals Out-

standing New Principal for 2008-2009.Friesen, in her third year as a member of the Nebraska

Association of Elementary School Principals is describedas “determined, progressive, courageous and caring” asshe works hard to be a true difference maker in the livesof students and staff. Her skills include being a leader,a listener, a supporter and a team player. Friesen is alsoknown for her positive attitude, tremendous work ethic,and ability to connect personally with all children.

Mrs. Friesen’s early career accomplishments includeguiding the implementation of changes in the readingprogram, formation of a pre-school for at-risk students,and continual efforts to build relationships with allstakeholders in the district.

A York Elementary parent, writing in support of Mrs.Friesen, stated that “She always has a smile on her face,but never acts like she is superwoman. She is very pro-fessional, but never unreachable. But what means themost to me is that she is just like all of us, she is a momwho cares.”

Mrs Friesen is a member of the Nebraska Associationof Elementary School Principals, the Association for Su-pervision and Curriculum Development, Alpha DeltaKappa Education Sorority, Regional Early Childhood Part-nership Team, and Arbor Drive Community Church. Shewas recognized at the NAESP Legislative Conference inLincoln on February 25 and 26, 2009. �

NAESP Outstanding New Principal of theYear:York Official is Selected for 2008-2009

Level Education. He is a member of the Cozad Ambassa-dors, served as President and Vice President for the CozadDevelopment Corporation and is a member of the CozadUnited Way Board of Directors. Todd has also been a pre-senter for the Nebraska Association for Middle Level Ed-ucation State Symposium, as well as writing numerousarticles for the Nebraska Association for Middle Level Ed-ucation “Spectrum” and newsletter.

Mr. Hilyard has been honored as the Region IV MiddleSchool Principal of the Year in 2004 and 2007.

John Grinde, Superintendent of the Cozad PublicSchools, states: “As his superintendent and colleague forthe past seven years, I can attest that he is one of themost accomplished principals I have observed andworked with. Mr. Hilyard is not only a leader in his build-ing, but is so considered in the district by his adminis-trative colleagues, those he supervises and those taskforce or community members he works with.”

Nancy Williams, CMS teacher says: “Mr. Hilyard is anexcellent communicator and routinely shares informationwith us about state standards, assessments, achievementtesting and our students’ performance in those areas, aswell as how to apply that information to improve our in-

struction. Above and beyond all of the professionalism,knowledge, and leadership skills Mr. Hilyard displaysevery day on the job, his strength of character and moralfiber impress me the most.”

William Beckenhauer, High School Principal at Cozad,states: “Within Mr. Hilyard’s building, you will find pro-grams that are designed to improve students’ academicachievement. Todd does this well because he spends thetime and effort to observe his teachers’ work and pro-vides them with advice to improve the learning environ-ment of the school.”

Mr. Hilyard will receive his award at the NebraskaState Association of Secondary School Principals confer-ence in Lincoln in February and with his selection will beeligible for consideration for the 2010 Metlife/NASSP Na-tional Middle School Principal of the Year. �

NSASSPAnnounces 2009 Distinguished Principals…(continued from page 8)

Friesen


People who are considering careers as schoolleaders need to ask themselves and others a fewof the following questions:

What are the responsibilities of a school leader? Whatmust I know and be able to do so others will work withme? Are there a set of skills or attitudes I should de-velop that will help me become a leader of learning? DoI need to know about teaching and learning or will Imainly be working with student discipline issues? Towhom will I be responsible? How do I begin to preparemyself for such a role?

People in organizations that prepare educators forleadership roles focus their advice in several directions.First, it is important to acknowledge that formal prepa-ration programs are aimed at initial licensure to gain ac-cess to the principalship.

The role of school leaders today is that of “ChiefLearning Officer.” By that, it is suggested that princi-pals must clearly understand how students learn, how in-struction is designed, how teachers engage students inthe learning process, and how the assessment of whatwas learned is clearly and accurately communicated. Theentire concept of how students learn should be an inte-gral part of a preparation program for school leaders.

The leadership role for school leaders must changefrom implementer to initiator, from a focus on processto a concern for outcomes, from avoiding risks to beinga risk taker. Leadership also requires the adoption ofleadership strategies and styles that are aligned with thevalues, beliefs, assumptions and norms of the learningcommunity—the school. Principals must lead from a po-sition of collaboration rather than from a top-down per-spective. They must lead by empowering rather than bycontrolling others. The collaborative process must focusupon teaching rather than upon telling, more uponlearning rather than knowing and more upon modelingand clarifying values and beliefs than upon telling peo-ple what to do.

VisionSchool leaders must have the vision necessary to

build a culture of learning with teachers and studentsand engage parents and other stakeholders in develop-ing and sustaining a vision for learning. The focus onhow things are done in an organization, how people workand share with each other in a collaborative environ-

ment, contrasted to a working environment of isolation-ism gives credence to the concept that “the culture of anenterprise plays a dominant role in exemplary perform-ance.” (Deal and Peterson, 2009). As educators preparefor school leadership, they must become familiar withthe concepts and realities connected with building andsustaining a positive culture for learning.

This all means that school leaders need to be moti-vated by a set of deep personal values and beliefs, main-tain a passion for working with teachers, engagingstudents and involving parents and community membersin educating all students. They must believe their workto be a mission and not just a job.

PracticalityTherefore, we believe it is important for preparation

programs to provide opportunities that engage studentswith practical learning experiences that mirror actual jobresponsibilities. As examples we cite the following typesof activities: develop a communication plan that ex-presses a need and provides a route to successfully ad-dress the need; plan and design a professional learningcommunity that enhances the professional developmentof teachers; understand where the money to operateschools comes from and how it is used; complete a cul-ture survey and make recommendations for change, andengage in the process of teacher supervision for the pur-pose of improving student achievement; write a visionstatement and a plan for initiating school improvement.

In the end, all course work for the preparation of prin-cipals should be designed to address the actual respon-sibilities of the principalship. This requires apractical-based practicum or internship coupled with astrong research-based foundation as major elements ofthe principal preparation program.

Edgar Schein (1985) stated, “There is a possibility,underemphasized in leadership research, that the onlything of real importance that leaders do is to create andmanage culture and the other unique talent of leaders istheir ability to work with culture.”

Law and PoliticsCandidates for the principalship must also understand

the legal and political issues that impact teacher andstudent rights. They need to be culturally intelligent and

Preparing for the PrincipalshipBY DR. JOHN LAMMEL and DR. LARRY L. DLUGOSH, University of Nebraska–Lincoln

LEADERSHIP

Lammel

Dlugosh

(continued)


LEADERSHIP

must have the capacity to work with peo-ple from diverse backgrounds. Changingdemographics present new challengestoday with increased school enrollments,increased immigration, and increased mi-nority students entering schools. Many ofthe schools in Nebraska have and will con-tinue to experience the issues that ac-company the changing demographics oftheir school community.

ResourcefulnessIncreasingly, school leaders have to be

innovative about collecting and using theresources necessary to help all studentslearn. Education is an expensive proposi-tion. A cheap and poorly constructedlearning environment for children is farmore costly for a democracy than one thatexpresses a legitimate need for properlydistributed resources; personnel, materi-als, time, and money. School leaders arerequired to call for the necessary resourcesto do the important job of educating chil-dren and to explain how the expendituresare effectively and efficiently appropri-ated.

Brokers of Culture and ChangeLou Gerstner, CEO of IBM, concluded

the following about the success of IBM: “Icame to see, in my time at IBM, that cul-ture isn’t just one aspect of the game—itis the game.” (Gerstner, 2002). WarrenBennis stated that, “Leadership is the ca-pacity to translate vision into reality.”

Both of these statements bring to lighta significant shift in the philosophy andin the programs of studies that preparesprincipals, assistant principals, and othereducational leaders for contemporaryschools that result in improved learningand success for all students. In educationwe frequently see “incremental” changethat makes things look different and re-sults in some fine-tuning, but are typicallynot long term or never result in significantor sustained practices or programs that

improve learning. Seymour Sarason said,“If you attempt to implement reforms butfail to engage the culture of a school,nothing will change.” It is essential thatan educational leader connects the vision

for instruction and learning with the cul-ture of the school. High stakes learningmust be supported with the positive cul-ture of a learning community.

The research from Breaking Ranks(NASSP, 2009) indicated that “schoolleaders who want to move beyond thequick-fix mentality must do two things.First, they must recognize the critical rolethat a school’s belief system plays in sus-tainability of school improvement efforts,and second, they must carefully examinethe process they are employing to imple-ment change.” Fullan (2004) describedthis type of change as the “re-culturing”of schools. “Sustainability is very much amatter of changes in culture: powerfulstrategies that enable people to questionand alter certain values and beliefs as theycreate new forms of learning within andbetween schools, and across the system”.

1. How and where does one learn to bea leader of learning? Certainly, much ofwhat is necessary to breathe life intolearning exists in most school buildings –start there; examine the culture of the

school in which you work. Ask yourself ifyou have the vision and the passion tocreate and sustain a positive culture thatengages students, teachers, and parents inthe process of learning for all students.

Re-culturing ProfessionalPreparation Programs

UNL is in the process of re-culturingthe program of studies required for indi-viduals to earn their certification andendorsement as a principal; a leader oflearning. There are three parts to theprogram;

1. Working with undergraduateteacher education students and newteachers to introduce them to the prin-cipalship.

2. The Masters degree program ofstudies with increased emphasis on pro-viding additional experiences alignedwith course work.3. Professional development of new ad-

ministratorsThe first step of the program involves

the engagement of undergraduate stu-dents, during their senior year in college,and beginning teachers with an opportu-nity to explore the “principalship” andwhat is required to be a leader of learn-ing; how to create and sustain a positiveschool culture for student learning and adevelop a professional learning communityfor faculty to share and collaborate theirknowledge and skills to provide qualitylearning experiences for all students; andother perspectives of the leadership re-sponsibilities. The goal is to set the stagefor pre-service individuals to begin tothink about their futures in education andto consider educational leadership as oneof their options.

Next, teachers who are early in theircareer development would choose gradu-ate work to attain their Masters of Educa-tion Degree with certification andendorsement as a principal. Much of the


Edgar Schein (1985) stated,“There is a possibility,underemphasized in

leadership research, that theonly thing of real importancethat leaders do is to createand manage culture and the

other unique talent of leadersis their ability to work with

culture.”


Minden Public Schools is an achievement fo-cused Nebraska school district where stan-dards are high, and much more often than

not, goals are exceeded. Children in grades K-11 aremeeting Nebraska State Reading Standards at a 90 per-cent or higher level and Nebraska State MathematicsStandards at an 80 percent or higher level. The percent-age of our teachers holding a master’s degree is 43.55percent, versus 39.65 statewide, while our teachersboast 19.1 years of teaching experience on average, ver-sus 15.49 statewide.

Minden isn’t a big city; instead, our town offers thewarmth and friendliness of the heartland and a low-keyfamily-oriented lifestyle. Just like good neighbors every-where, Minden citizens value communication, and thisextends to their desire that the community understandwhat Minden schools are up to and to parents wanting toknow what they can do in the home to support their chil-dren’s learning.

Our Mission Statement focuses on empowerment:“Minden Public Schools, with the community, strives todevelop productive and responsible citizens through anenvironment that empowers them to seek, understand,and appreciate learning.”

To empower students, we look for tools which en-courage school performance and connectedness. School-Fusion helps us meet this goal. This company partnerswith school districts to build websites that help increasestudent achievement and generate effective communi-cation throughout the school and community.

At first, we worried that working with a Web-basedcontent management system might be a time-consum-ing process, but our new site contains a special pagewhere data can be mass loaded, updated and deleted.This includes student, faculty and parent accounts,classes and groups, clubs, teams, and faculty groups. In

addition, other important data can be imported, such asfacilities usage, events, and departmental information.

The Web calendar portion of our site contributes somuch to uniting our community. Our teachers can easilyset up a daily Web calendar that includes students’ as-signments. They may post announcements that our stu-dents can get to right away, and they can involvestudents in AfterClass, SchoolFusion’s Web 2.0 bloggingtool that continues school discussion after the schoolday is over. A teacher’s technical ability is not challengedby this process. Ease-of-use allows most staff membersto feel comfortable loading and posting information.Feedback has been very positive.

Through the online calendars, parents have immedi-ate knowledge of their students’ assignments, schoolevents, holidays, breaks, early release days, etc. Our par-ents view their children’s homework, calendars andgrades in a single location. If parents have children at-tending different Minden school sites, they visit only onesite to obtain information on all their children. Our par-ents can request an automated email notification ontheir child’s progress and school events.

Parents appreciate the improved communication oneis provided by the SchoolFusion technology. They knowhow well their child is performing and can prepare aheadof time for changes in the regular school calendar and forspecial events.

Our SchoolFusion website offers much more than theschool website of the past. Our teachers are learningdaily how to use the technology provided by SchoolFu-sion. We have just started on our mission to use thiswebsite as an advanced tool for learning and communi-cation. As our partnership grows with SchoolFusion, weplan to make our website central to the dissemination ofvaluable school information to our students, parents,teachers, board members, and community at large. �

State-of-the-ArtWebsiteAimed atEmpowering Schools and the CommunityBY JOHN OSGOOD, Middle School Principal, Minden Public Schools; Chair, NCSA Executive Board

SUCCESS STORY

Osgood

A Note from the Executive Director

On behalf of your NCSA staff, Ihope you have enjoyed thenew format of the NCSA Today

Magazine. Our intent is to produce a pub-lication worthy of Nebraska school ad-ministrators with a scope of contentbroad enough to attract the attention of

those outside the profession of school ad-ministration. Dr. Dan Ernst and I normallyplace an article in each edition. However,in this particular edition it was more im-portant to us that other authors and con-tributions be published instead.

This is the fourth and final edition for

the 2008-09 school year, and we want toknow what you think of the new format.Please send your comments and sugges-tions to: [email protected]. �

Dr. Michael DulaneyNCSA Executive Director

NCSA MEMBERSHIP BENEFITS


The Nebraska Council of School Administrators isnot only a professional organization for Ne-braska’s school administrators, but also gives

members the opportunity to go above and beyond in pro-viding educational leadership. With your membership,you will be joining over 1,800 school administrators inNebraska.

As an umbrella organization, NCSA works on your be-half to influence legislation and the decision-makingprocess on the local, regional, state and national levels.Under this structure, members can enjoy the benefits andservices offered by NCSA and also take advantage of thevarious position-specific opportunities offered by affili-ate associations.

NCSA has a strong focus to create the tools and train-ing necessary for administrators to be successful. In2008, NCSA provided over 30 workshops and conferencesfor school administrators. A premier NCSA annual event,Administrators’ Days, brings together over 1,000 schooladministrators to address issues such as leadership, legalprocedures, fiscal issues, compliance, and regulation andassessment. Appropriate and timely training is a trade-mark of NCSA and a valuable service for members. In ad-dition, some training and learning opportunities are nowoffered through NCSA webinar programs, giving membersthe option to participate without leaving the comfort ofthe office.

Amongst a variety of accomplishments over the pastyear, NCSA has initiated the Nebraska Leadership Initia-tive (NLI). This initiative is intended for superintend-ents, principals and teacher/staff leaders and promotesprofessional development based upon best practice andresearch related to school district leadership, school im-provement and leading in an effective school. This effortencourages school administrators to do the right workin the right manner.

The Legal Support Program provides funds for legalassistance to active members on matters relating to em-ployment contracts. In total, members are eligible for upto $1,500 in financial assistance for contract-related is-sues. The Legal Support Program supports active NCSAmembers and assures due process is provided by the localboard of education.

NCSA is an active participant in the state’s legislativeand policy development process. NCSA’s Legislative Pro-gram provides members with services such as three an-

nual legislative state conferences, bill summaries ofevery legislative measure related to education each year,a comprehensive final legislative report at the conclu-sion of each legislative session, updates through e-mailthroughout the year on legislative activities and aweekly legislative newsletter published each legislativesession. The legislative information provided to mem-bers is second to none.

The mentoring program is also an important featurefor new administrators. This program gives new membersof NCSA the opportunity to be paired with talented col-leagues that will assist in their first year of administra-tion. Members report great support and satisfaction formentoring programs.

In addition to a number of programs and workshops,members have access to the NCSA staff and they standavailable to assist with issues such as legal matters,planning, training, and national affiliate issues. Thesmall staff is ready to lend a hand with any questions orconcerns that may arise. Please don’t hesitate to ask.

Please consider your membership renewal for the2009-2010 school year. An email or postcard will be sentout before the end of the current school year. You cansave dollars by renewing and paying before October 1,2009 by going to our website at www.nsca.org and com-pleting your membership online. If you have any ques-tions, contact Cami at [email protected] or call402.476.8055 or 800.793.6272. �

NCSA Membership –TheThingsWe Do ForYou!

NCSAAdministrators’ DaysJuly 29-31, 2009Holiday Inn

Kearney,Nebraska

2009-2010National Convention Dates

CASE – July 9-11 – San Francisco, CA

AASA – Febr. 11-13, 2010 – Phoenix,AZ

NASSP – March 12-14, 2010 – Phoenix,AZ

NAESP – April 8-12, 2010 – Houston,TX


BENEFITS

Voluntary Benefits Help Both District andEmployees DuringTough EconomicTimesBY STUART L. SIMPSON, Business Manager for North Platte Public Schools

Both employers and employees face tough chal-lenges in today’s shaky financial environment.Employees demand more cost-saving benefits

just to make ends meet, medical costs continue to sky-rocket and administrators are forced to hold the line onbudgets. Many public employees, such as teachers, looktoward us to provide them with protection: they want tofocus on their job—teaching and supporting Nebraska’skids—and trust that we will take care of the rest.

Providing quality benefit programs that serve both in-terests don’t often go hand in hand: that is, unless youconsider no-cost benefit plans, such as Voluntary Insur-ance plans.

Voluntary Benefits Help EmployeesDuring Tough Economic Times

It was two weeks before the fall semester and Kerry,a teacher for North Platte Public Schools district, re-ceived an email marked “urgent” from her 17-year-olddaughter. New glasses were required immediately haddiscovered her crushed glasses under a pile of clothes inher closet. At the same time, Kerry and her husband werein need of annual exams and contact refills. Panic set in.Back-to-school clothes, supplies, physicals and activitydues had already dwindled the checkbook balance.

Kerry remembered that her district offered a visionbenefit. The cost was only a couple of dollars each week,and it was conveniently deducted from her paycheck soshe was not convinced it would help much. “In all of myworking years I never had a benefit package that in-cluded vision care so I had no idea of what to anticipatefor savings,” said Kerry. To her amazement, two exams,new glasses and two sets of contacts were a fraction ofthe price she would have paid without coverage.

Voluntary Plans Helps Districts Bargain,Reduce Risk and Save Taxes

It is not surprising that eye care plans are in high-de-mand with employees today. But administrators oftendon’t realize that in exchange for adding another payrollslot, they also may enjoy significant positive outcomesas well.

A little known fact: Districts save FICA tax when put-ting Voluntary Insurance programs in place. Since insur-

ance premiums for Voluntary products may be deductedpre-tax, they reduce the taxable income saving both theemployee and employer a portion of FICA tax.

In addition to tax savings, the plans are so popularthat they provide some negotiating muscle during col-lective bargaining. The Vision plan that I introduced inmy district is pooled with other schools so that the em-ployee’s payments are kept low: the annual cost for theprogram is only about $90 per year for single coverage.For this barely-noticeable pre-tax paycheck deduction,employees enjoy an annual comprehensive eye exam($10 copay) from a wide panel of network doctors (orsee any doctor they wish). The plan provides a generousallowance towards corrective frames and lenses, as wellas discounts for Lasik surgery.

These benefits are a great perk for employees butthere is also a hidden advantage for districts. Withoutvision plans, many families neglect important annualpreventative services. This neglect may leave serioushealth issues undetected and may stimulate claims inother areas. Consider the following:• The National Eye Institute projected that 5.5 million

Americans will experience blindness and low vision bythe year 2020. These are problems that could be curedor prevented through detection and treatment.

• According to the Journal of the American Medical As-sociation (JAMA)’s March 2004 Scientific Review, atleast 40 percent of visual impairment is treatable orpreventable but many individuals do not receive thenecessary eye care. The article also goes on to saythat the problem of undiagnosed visual disorders isexpected to double in the next three decades.Ultimately, districts must reduce risk in order to re-

duce costs. Medical insurance, workers compensation anddisability plans can all be affected by skipping preven-tative exams. Prevent Blindness America released a re-port in April of 2007 estimating the costs associatedwith adult vision problems in the United States at $51.4billion. The report shows the costs to the U.S. economyas $35.4 billion and the financial impact to the individ-ual, caregivers and others at $16 billion, totaling $51.4billion. “(This amount) exceeds the total combined prof-its of the top two 2006 Fortune 500 companies, Exxon

Simpson



ERRORS AND OMISSIONS COVERAGE

School Leaders Errors and OmissionsBY THOMAS CHAMPOUX, UNICO Group, Inc. and KAREN HAASE, Harding and Shultz Law Firm

There was a time when schools were relativelyimmune from liability claims alleging negli-gence relating to their operations and activi-

ties. However, due to the increasing litigiousness of oursociety, this immunity has significantly eroded. As a re-sult, School Leaders Errors and Omissions Liability Cover-age was developed. This coverage responds to lossresulting from “wrongful acts” occurring from the oper-ation of a school, school board or school district, muchlike Directors and Officers liability coverage was intendedto do the same for a business. Protection is required forthe actions of board members, directors, staff, faculty,employees, volunteers and student or substitute teach-ers.

School Leaders Errors and Omissions Insurance is notstandard among insurers. Each carrier develops featuresaccording to the market it desires. Wide variations can befound in Insuring Agreements, Exclusions, Conditions,and Defense provided among different policies, makingcomparisons difficult. This situation also makes it ex-tremely important for school leaders to review their cov-erage carefully to make appropriate selections ofinsurance coverage forms, their agent and defense. Re-member that just because one carrier provided you witha particular kind of coverage does not mean that theterms of the old policy are standard.

Some good areas for school administrators to revieware:1. Is the definition of “who is an insured” going to pro-

vide coverage for everyone the coverage is neededfor?

2. Is coverage provided for all administrative or regula-tory proceedings established under federal, state orlocal laws, such as special education disputes, com-plaints to the Office of Civil Rights, the Family Pol-icy Compliance Office, and the like?

3. Will claims be settled only with the insured' s con-sent?

4. Is “Non-monetary Relief Defense Coverage” providedfor claims seeking injunctive or other non-monetaryrelief arising from a “wrongful act”? (For example,litigation seeking to prevent the expulsion of a stu-dent, or a special education due process case tryingto force the district to provide a particular curriculumto an autistic student.)

5. Is the School Leaders Errors and Omissions coverageworldwide?

6. Does the school district have any say in the legalcounsel that will provide the defense?

7. Does your coverage include extensions for Employ-ment Practices Liability, (including discrimination,harassment, wrongful termination and other allega-tions of workplace misconduct?

8. Are trustees, board members, employees, substituteteachers, volunteer workers, community coaches andstudent teachers all going to be included as insureds?(Some carriers do NOT cover these individuals.)

9. Are there any policy exclusions in the policy thatcause concern and is there something that can bedone about the exclusion?

10. Is there coverage for injuries that happen while thirdparties are using your facility? (e.g. YMCA basketball,sports camps, etc.)

With an increasingly litigious society, it is vital thatschools have the proper coverage for their errors andomissions and also have appropriate legal representationin the defense of such claims.

Through the NCSA, UNICO intends to help you answerthese and many other insurance-related questions. Pleasefeel free to call me anytime to discuss this or any otherinsurance related matter. For your convenience, I can bereached toll free at 800.755.0048. �

Mobil and Wal-Mart Stores” says Prevent BlindnessAmerica.

Adding Voluntary benefits such as Vision Insur-ance may impact the entire employee benefits pro-gram. Employees gain help during this economicdownturn, districts save tax dollars, have more ne-gotiating room and reduce risk. When it comesdown to it, providing access to cost-effective,group-rate insurance products communicates yourlevel of care, concern and support for your employ-ees’ health and wellness so they can focus on theirimportant work of supporting and teaching our chil-dren. �

Voluntary Benefits…(continued from page 14)


CALENDAR OF EVENTS

MAY8 NASES Region II 9:00 a.m. Millard Admin Bld Millard8 NASES Region III 12:00 p.m. TJ’s Norfolk19 NASA Region II 11:30 a.m. Pines Country Club Valley27 Jim Grant Workshop 8:00 a.m. GI Public Schools Grand Island

JUNE3 NSASSP Executive Board 1:00 p.m. NCSA Offices Lincoln3 NAESP Executive Board 9:00 a.m. NCSA Offices Lincoln4 NCSA Executive Board 9:00 a.m. NCSA Offices Lincoln8-11 NCE Conference 8:00 a.m. Holiday Inn Kearney11 Balanced Leadership 6:30 p.m. NCSA Lincnoln24 NCSA Golf Tournament 12:00 p.m. Wilderness Ridge Lincoln

JULY29-31 Administrators’ Days 8:00 a.m. Holiday Inn Kearney

AUGUST

SEPTEMBER17-18 NASES Fall Conference 1:00 p.m. Henry Doorly Zoo Omaha23 School Law Update 9:00 a.m. Holiday Inn Kearney26 NCSA Tailgate TBD NCSA Lincoln30-Oct 1 Leadership Conf. for Assessment Cornhusker Hotel Lincoln

includes members from NASES, NAESP, and NASBO, with guidancefrom NSASSP and NASA. To this point, our conversation has beenvia technology. Informally, the goals of this taskforce are to:1) Formulate a clear picture of what teacher shortages currently

exist region by region and then outline recommendations foraddressing the current and future staffing needs across eachregion;

2) Raise the level of awareness about the need for recruitmentinto education and the areas of need, as well as the difficultyin retaining teachers in the profession, with audiences suchas High Ed., the Legislature, Guidance Counselors, etc.

3) Develop a comprehensive plan to help alleviate the growingshortage crisis, by collaborating with High Ed., the Legisla-ture, Guidance Counselors, etc.

The goals identified by the taskforce members may be lofty.We’ve had these goals before. With the addition of this survey tothe data we have, it’s my hope that we will have the opportunityto use this conversation to move forward to developing sometype of plan for alleviating the shortages. There are questions toanswer. Will this be just another conversation? Are we at the tip-ping point? There are no guarantees but the intention to beproactive and purposeful with this conversation is clear. Thistime, the conversation needs to be different. Can we talk? �

coursework will require students to plan and develop projectsaimed at improving learning in their schools.

Finally, following the completion of the Masters degree, theDepartment of Educational Administration at UNL, in collabora-tion with local school districts, the Nebraska Council of SchoolAdministrators, and other professional education organizationsproposes to provide a program of continuous learning throughprofessional development to help beginning school principals staycurrent so they can be on the “cutting edge” of fulfilling the im-portant role as a leader of learning in their school. �

Bibliography:Bennis. W. G. (2008, September), “Leadership is the capacity to translate vi-

sion into reality”. Journal of Property Management.National Association for Secondary School Principals (2009). “Breaking Ranks:

A Field Guide for Leading Change”. NASSP, Reston, VA.Deal, Terrance E. and Peterson, Kent D. (2009). “Shaping School Culture ---

Pitfalls, Paradoxes, & Promises”, 989 Market Street, San Francisco, CA, Jossey-Bass

Fullan, M. (2005). “Leadership and Sustainability”, Thousand Oaks, CA, Cor-win Press,

Gerstner, L. V. (2002). “Who says elephants can’t dance? Leading a great en-terprise through dramatic change”. New York: HarperCollins

National Association of Secondary School Principals, ( 2007), “Changing Roleof the Middle Level and High School Leader: Learning from the Past ---- Prepar-ing for the Future.” Reston, VA.

Schein, E. H. (2004) Organizational culture and Leadership (3rd ed. ) SanFrancisco, CA, Jossey-Bass

Preparing for the Principalship(continued from page 11)

Teacher ShortageTask Force(continued from page 4)

Bronze Sponsorships

Gold Sponsorships

Silver Sponsorships

ARCHI + ETC. LLCStacy LaVigne6500 Holdrege St., Ste 007Lincoln, NE 68505402-429-7150; fax: [email protected]

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Benchmark 4 ExcellenceRick Imig1411 Rodeo BendDickinson, TX 77539281-910-0113; fax 281-946-5031rick@benchmark4excellence.comwww.benchmark4excellence.org

Cannon Moss Brygger& Associates, P.C.Bradley Kissler2535 Carleton Ave., Ste AGrand Island, NE 68803308-384-4444; fax: [email protected]

D.A. Davidson & Co.Paul Grieger1111 N. 102nd Ct., Ste 300Omaha, NE 68114402-392-7986; fax: [email protected]/ficm/

DLR GroupPat Phelan, Whitney Wombacher400 Essex Ct., Omaha, NE 68114402-393-4100; fax: [email protected]

LifeTrack Services, Inc.Cassie Dunn1271 Port Dr., Clarkston, WA 99403800-738-6466;fax: 509-758-2162larry@lifetrack-services.comwww.lifetrack-services.com

Nebraska Public AgencyInvestment TrustBecky FergusonPO Box 82529, Lincoln, NE 68501402-323-1334; fax: [email protected]

Union Bank and TrustCharity KuehnPO Box 82535, Lincoln, NE 68501402-323-1460; fax: [email protected]

University of Nebraska–LincolnPatricia Fairchild114 Ag Hall, Lincoln, NE 68583402-472-9184; fax: [email protected]

US BankTim Schlegelmilch233 S. 13th St., Lincoln, NE 68508402-434-1134; fax: [email protected]

Virco, Inc.Matt KirklandPO Box 6356, Lincoln, NE 68506402-328-8031; fax: [email protected]

AmeritasAl Eveland5900 O St., 1st FloorLincoln, NE [email protected]

Energy EducationKaren Mullins5950 herry Lane, Ste 900Dallas, [email protected]

Learning TogetherJulie Smith5509 B W. Friendly Ave. Ste201Greensboro, NC 27409866-921-0000julie@learningtogether.comwww.learningtogether.com

Horace MannCindy Dornbush11329 P St, Ste 122Omaha, NE [email protected]

National InsuranceMike Boden9202 W. Dodge Rd., Ste 302Omaha, NE [email protected]

National Institute ForDirect InstructionKurt EngelmanPO Box 11248Eugene, OR [email protected]

NLAFBarry Ballou455 S. 11th St.Lincoln, NE [email protected]

SchoolFusionJane Kelleher999 18th St., Ste 2150South TowerDenver, Co [email protected]

TRANEDanny Szegda5720 S. 77th St.Ralston, NE [email protected]/omaha

UNICOThomas Champoux4435 O St.Lincoln, NE [email protected]

Pickering Creative GroupJason Peterson800 S. 13th St.Lincoln, NE 68512402-423-5447jason@pickeringcreative.comwww.pickeringcreative.com

School BeaconDavid HahnPO Box 83672Lincoln, NE [email protected]

PRSRT STD.U. S. POSTAGE

PAIDLINCOLN, NE

PERMIT NO. 951

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

RETURN SERVICE REQUESTED

Nebraska Council of School Administrators

Cornhusker State Industries800 Pioneers Blvd.,Lincoln, NE 68502

800-348-7537 • 402-471-4597www.corrections.state.ne.us/csi

[email protected]

Cornhusker State Industriesis your source for qualityschool furnishings! Create aninviting environment for thelearning to begin! Fromstudent desks to custom libraryfixtures to Braille Products,CSI has you in mind! Manystain, laminate and fabricchoices available for thatcustom touch!

Call CSI today to find out whatwe can do for you, or stop byand visit our showroom!

Spring has Sprung……which means it is time to renew your

NCSA Membership for the 2009-2010 school year.Dues remain $325 and a $10 discount is given if

your dues are received before September 30.

Please fill in your online membership form atwww.ncsa.org

and contact Cami at [email protected] 1.800.793.6272 with any questions

As the strength of any organization is in themembership, please invite your

nonmember friends and peers to join NCSA

Documents

NCSA Today Magazine, Summer 2009