NCSA Today Magazine, Summer 2011

Administrators’,School Boards’,and Teachers’Organizationswork withSenator Steve Lathropon Historic Legislation

NCSA TODAYNCSA TODAYA PUBLICATION OF THE NEBRASKA COUNCIL OF SCHOOL ADMINISTRATORS

Nebraska Councilof School Administrators

June 2011 www.NCSA.org

CIRReform:CIRReform:

NCSA Honors RetireesNCSA Honors Retirees

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JUNE 2011 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 ©2011 by NCSA. All rights reserved.

NCSA EXECUTIVE BOARD2010-2011

Chair . . . . . . . . . . . .Sarah WilliamsVice Chair . . . . . . . . . .Bill MowinkelPast Chair . . . . . . . . . . . Matt Fisher

NASA RepresentativesPresident . . . . . . . . . . . .Jack MolesPresident-elect . . . . . . .Greg BarnesPast President . . . . . . .Bill Mowinkel

NASBO RepresentativesPresident . . . . . . . . .Robin HoffmanPresident-elect . . . . . . .Dave KaslonPast President . . . . . . . . Rick Feauto

NAESP RepresentativesPresident . . . . . . . . . .Midge MougeyPresident-elect . . . . . . .David KrausPast President . . . . . .Sarah Williams

NASES RepresentativesPresident . . . . . . . . .Peggy RomshekPresident-elect . . . . . . . .Stuart ClarkPast President . . . . . . . . .Jane Byers

NSASSP RepresentativesPresident . . . . . . . .Randy SchleuterPresident-elect . . Mitch BartholomewPast President . . . . .Kenton McLellan

NARSA RepresentativePresident . . . . . . . . . . . .Ron Joekel

NCSA STAFF

Dr. Michael S. DulaneyExecutive Director/Lobbyist

Dr. Dan E. ErnstAssociate Executive Director/Lobbyist

Kelly Coash-JohnsonTraining and Development Director

Amy PoggenklassFinance and Membership Coordinator

Angie CarmanExecutive Administrative Assistant

Carol YoungAdministrative Assistant

Elisabeth ReinkordtStaff Correspondent

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

CIR Reform: Administrators’, School Boards’,andTeachers’ Organizations work with SenatorSteve Lathrop on Historic LegislationBY ELISABETH REINKORDT

School Safety –Taking the Right MeasuresBY ROBIN HOFFMAN

NCSA Honors Retirees

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Check 4 Learning (C4L)BY DR. PAT ROSCHEWSKI

NASES Distinguished ServiceAwarded toAlan Reigenborn

NSASSPAnnounces 2011 Distinguished Principals of theYear

Teacher and Principal Performance StandardsBY JIM HAVELKA and DONLYNN RICE

Leaders Building Leaders: Developing Future SchoolAdminstratorsThrough a “Home-Grown”ApproachBY DR. ANDREW RIKLI

EngagingTechnologies: Partnering with Nebraska Schoolsfor SuccessfulTechnology ImplementationBY DUSTIN and CATHY FRANK

NCSA Report – Brutal Legislative Session, but Optimismfor Education’s Future Reigns SupremeBY DR. MIKE DULANEY and DR. DAN ERNST

NCSA Election Results

NCSA Elects Chair and Vice Chair for 2011-2012

CALENDAR OF EVENTS

2 NCSA TODAY JUNE 2011

STATEWIDE

As the 2011 Legislativesession drew to a closeon Thursday, May 26th,

Senator Steve Lathrop could leavethe Capitol satisfied with a job welldone. After several months of meet-ings, closed-door sessions thatstretched long into the night, andcountless hours spent negotiatingwith myriad interested parties, anagreement was reached on rework-ing Nebraska’s Commission on In-dustrial Relations, referred to inshort as the CIR. Senator Lathrop,Chair of the Business and LaborCommittee, was the fulcrum in the process—one thatbrought both business and labor interests from cities,schools, and the State together.

Senator Steve Lathrop represents District 12, a south-western metro-area district that encompasses Ralstonand Millard School Districts, stretching from 72nd Streetwest to 138th and from I-80 south to Harrison Street. Alifelong Omahan, he is a graduate of Creighton Universitywith degrees in business and law. When the legislatureisn’t in session, Lathrop works as a trial lawyer and is apartner in the law firm of Hauptman, O'Brien, Wolf and

Lathrop. In his work as a lawyer, he said, he has spent agood deal of time working in dispute mediation, devel-oping skills that became very useful in the CIR reformprocess.

So, how did this all begin? About a year ago, Leagueof Municipalities approached Senator Lathrop with theirconcerns regarding the CIR. It had been a theme for thepast four years, but this time it prompted Lathrop toform a working group to focus on municipal issues. Torepresent the Unicameral, Lathrop was joined by SenatorBrad Ashford, a former Commissioner of the CIR, as wellas Senator Dennis Utter of Hastings, who was recom-mended by the League of Municpalities. “Our role,” Lath-rop said, “was to listen to, [and] try to bring labor andthe cities together on a solution.” In addition, Lathropbrought in lawyers representing the cities and theLeague of Municipalities as well as the public employ-ees.

During this process with the cities, which lastedabout five months, “word got out that we were workingon the CIR,” Lathrop said. This prompted the State tocome forward to work on its process with state employ-ees, as well as the NCSA, in conjunction with NebraskaAssociation of School Boards. “The difficulty the schools

CIR REFORM:Administrators’,School Boards’, andTeachers’Organizations work with Senator Steve Lathropon Historic LegislationBY ELISABETH REINKORDT, Staff Correspondent

(continued on page 4)

Senator Lathrop with Legal Counsel, Molly Burton


AFFILIATE LEADERSHIP

Nebraska school districts come in many differ-ent sizes and all have their own unique needs.Some districts have more financial resources

than other districts that can be utilized to make ourschools safe. All districts, though, have a responsibilityto create a safe learning environment for all students.

When I came to “K–12 Education” back in 1999,school administrators worried about students cheatingon tests, students stealing from other student’s lockers,and occasional fights in the hallways or lunchrooms.School entrances were unlocked and people could enterthrough just about any entrance. A decade later, timeshave changed. School administrators are dealing withmore severe situations including drug sales, drug pos-session and use; possible weapons possession; vandal-ism; and other larger issues. School entrances are nowlocked with only the front entrance unlocked for publicaccess.

School administrators need to be ready to deal withdifficult situations. Administrators need to review theirsecurity plans identifying any potential risks, pluggingthe gaps, and making schools safe for students and staffmembers.

Identifying the RisksEvery school administrator should ask the following

questions as part of their district’s safety risk assess-ment:

Does your current security plan protect every ac-cess point? A combination of detection devices, access

control such as card readers,and video surveillance pro-vides the strongest protec-tion for access points.Detection devices can alertyou to attempted break-ins.Electronic access-control sys-tems (card readers) can beutilized on access pointsused by faculty and staff.Video surveillance camerascan be mounted at accesspoints to provide a docu-mented record of who is en-tering the facility and when.

Even something as simple as locking an exterior door canprevent an intruder from entering the facility.

Is your building’s main entrance visible from youradministrative office area so secretaries are able tosee people who enter through this entrance? Manyolder schools designed years ago do not allow personnelin your office areas to monitor people who may enterthrough your main entrance. Schools should consideradding a surveillance camera so the front entrance canbe monitored from your office area. A card reader accesssystem, with an integrated intercom system, is also a vi-able option for monitoring people passing through yourmain entrance.

Does your school have a visitor-management pro-gram to prevent unauthorized people from gaining ac-cess? All schools should have a visitor-managementpolicy. All visitors should be required to check in at theschool office. If needed, you should check a person’sidentity before granting or denying entry. Schools shouldconsider a visitor badge system. All visitors should berequired to wear a temporary credential to wear while inthe building identifying them as a visitor. If all schoolpersonnel are required to wear identification badges, anyadult without a badge will stand out and should be chal-lenged by staff members.

Does your school’s security plan take into accountcommunity activities on campus? Extra-curricular ac-tivities occur at night and weekends when school offi-cials are not on duty. Intrusion control devices, accesscontrol devices, and video surveillance can help protecta campus when school employees are off duty.

Does your school’s security plan take into accounttime periods when students and staff are arriving andleaving? These are times when no staff should be in theclassrooms and offices. Staff should be in the hallways,entrances, parking lots, and playgrounds.

Are computers, equipment, and records securedproperly against theft? Technology can assist in pro-tecting equipment and records. Computer and sciencelabs may benefit from access-card readers mounted out-side the door. Electronic surveillance tags can be at-tached to portable items. An alarm could sound ifsomeone attempts to remove a computer or other equip-ment from a room. Student records are best kept in a

School Safety –Taking the Right MeasuresBY ROBIN HOFFMAN, President, NASBO; Business Manager, School District 45, Waverly

Hoffman

Administrators need to

review their security

plans identifying any

potential risks, plugging

the gaps, and making

schools safe for

students and staff

members.(continued on page 4)


AFFILIATE LEADERSHIP

core office space without windows and with only one entry. Elec-tronic student records should be properly secured from unautho-rized access or hackers.

Can your video surveillance system be monitored from a re-mote location? Today’s networked video systems allow for re-mote viewing of live and recorded video. This allows authorizedpersonnel to view video from another location. The other loca-tions could be your district’s administrative offices or even yourlocal law enforcement agency. This can be very valuable in a dan-gerous situation on your campus.

Are all security systems integrated into one network? In-tegrating your systems makes sense. An intrusion alarm can trig-ger a nearby camera to begin recording events.

Is your security system integrated in your IT network andis your IT network safe from a cyber attack? Some schools willcreate stand-alone security systems with separate networks. Oth-ers will integrate systems in the campus network. It is vital tomake sure your systems are configured securely to prevent hack-ers.

Are your school’s security needs and fire systems testedand inspected routinely? Equipment maintenance, such as clean-

ing smoke detectors or camera lenses and housings is important.Security cameras may need adjustment for clearer viewing.

Does your school employ or contract for services of a re-source officer? Resource officers in schools are becoming moreof a reality. Officers are able to develop a rapport with studentsand also are a deterrent to situations that otherwise might occur.

Safe and secure schools begin with a good security plan. It isimportant to solicit input from your local law enforcement, com-munity members such as your local fire and rescue, and parents.Bringing in a safety expert may point items that you have missedwhen developing your plan. Do not forget to include students be-cause they are the ones who really know what is happening inschool. It is also important to properly train staff and students onyour safety plan.

Do not overlook your outdoor areas when developing yoursafety plan. Eliminate building features that allow for easy accessto roofs or upper stories. Avoid landscaping that obscures obser-vation from inside or outside your facility and provides a place tohide weapons or drugs. �

School Safety…(continued from page 3)

were having—and I certainly understand why—was that theywere having trouble developing some consensus over what theywanted by way of change,” Lathrop said. “Any time you try tomake changes to a policy, sometimes that helps one and hurtsthe other,” he added, comparing the CIR process with theschools with Senator Greg Adams’s work on state aid to schools.

Because of the unique circumstances pertaining to schooldistricts and the CIR, Lathrop’s working group on teacher paydecided to model cost containment on a formula limiting theCIR to entering orders at 98 percent of the midpoint, a com-promise that would allow “teachers [to] still be given compet-itive salaries, while at the same time bending the cost curve,”to school districts. Indeed, as Lathrop pointed out, when MikeDulaney was advocating for the NCSA, “the goal was never topunish teachers, but only to find a way to contain costs,” sothat school districts could remain solvent. Furthermore, hestressed that it was due to the concessions given by public em-ployees that the Nebraska was able to “avoid implementing rad-ical changes,” to the way public salaries are determined.

As Lathrop and his working groups negotiated and tweakedthe bills being proposed in the Business and Labor Committee,

other states around the country were approaching similar prob-lems in very different ways. Lathrop contrasted the “wildfirehysteria” in other states with the hard work and thoughtfulprocess that Nebraskans underwent, making sure that “theprocess was predictable and not just out to punish public em-ployees.” He credits the work and willingness to negotiate ofthe organizations involved in the successful crafting of the CIRbill, LB 397, which was developed from nine separate billswithin the Business and Labor Committee. As the session cameto a close, LB 397 received final approval on May 25, 2011, ona 48-0 vote.

Lathrop praised the work of Mike Dulaney, John Bonaiutofrom NASB, and teachers representing NSEA throughout theprocess, noting how much he appreciated that he felt he hadthe trust of the working group. “A good process and a thought-ful solution bring good results,” he said. The key in this process,he added, drawing from his legal background, was to “keep peo-ple talking, and to let them find their own solution,” notingthat the players involved knew their issues and constituencies,and that everyone was aiming for an effective resolution. �

CIR Reform…(continued from page 2)


STATEWIDE

What steps can Nebraska school districtstake to improve student performance onthe NeSA tests?

a) Align curriculum with the tested NeSA Indicators.b) Adjust instruction to assure learning throughout the

year.c) Engage teachers in professional learning about teach-

ing strategies.d) Participate in Check 4 Learning (C4L).e) Do all of the above.

The correct answer is “e”—“Do all of the above.”However, it might be true that not everyone is awareabout what answer “d”—“Participate in Check 4 Learn-ing (C4L)”—is all about. Check 4 Learning (C4L) is a sys-tem of interim assessment items intended to providedistricts with information about student performance onthe standards throughout the year, prior to the NeSAtests in the spring.

In 2012 the Nebraska State Accountability (NeSA)tests in reading, mathematics, science, and writing willbe fully operational. The “once a year” drop in and checksummative tests provide important student performanceinformation for schools, for communities, and for policymakers, but it is important that Nebraska educatorsgather student performance information throughout theschool year in order to determine whether or not daily in-struction is preparing students to perform well on theNeSA tests. Educators need to see the curriculum, as-sessment, and instructional processes linked together—as ongoing, continuous, and grounded inside eachclassroom.

For that reason the Nebraska Department of Educationhas joined with DRC/CAL, with school districts, and withservice units to build a state system of assessment to“wrap around” the summative NeSA tests given in thespring. The new system, Check 4 Learning (C4L) will bebased upon a state-level item bank of locally developedmultiple-choice questions in reading, mathematics, andscience. Participation is strictly voluntary and left to thedistrict to decide. Districts choosing to participate will beable to select items that match the tested indicators andbuild interim assessments that may be given at point ofinstruction at any time in the year. The purpose of theinterim assessments will be to determine whether or notstudents are “on track” with the important skills meas-

ured in the summative NeSA tests.C4L will provide instantaneous results to students and

reports to teachers about item analysis. Districts will beable to use the system to provide individual classroom,building, or district reports. The intent will be for teach-ers to have at their fingertips the data to adjust orchange instruction. The system will be a very powerfultool to inform and link the curriculum and instructionalprocess to assessment.

C4L—Memorandum of UnderstandingDistricts that sign a Memorandum of Understanding

(the MOU was sent to all districts in May or may be foundin the A-Z list on our website: www.education.ne.gov/assessment) by September 1, 2011 will be asked to par-ticipate in several important steps. Participation accord-ing to the NDE requirements will allow districts accessto the state item bank and the CAL online delivery sys-tem, the same platform currently being used for admin-istration of the NeSA summative tests. The NDE invites alldistricts to participate in the C4L system at no directcost; however, districts will be expected to submit 10-15items in each subject area by November 1st and to par-ticipate in required staff training in both September andNovember.

The MOU is an annual agreement between the NDE andthe school districts. A district will have the option ofparticipation each year. It is possible for a district toparticipate in 2012 but not to participate in 2013. It isnot possible for a district to participate without signingthe MOU and without completing the application. Theapplications include the names of the certificated staffwho will be attending training. MOUs must be fully com-pleted, signed, processed and accepted by September1st. No MOUs will be accepted after that date.

Educational service units will participate in a sup-porting role to the districts, but an MOU between the ed-ucational service units and the NDE is not required. Itwill be up to the district to make the decisions aboutwho represents the district at the required professionaldevelopment sessions. Districts may choose to have ed-ucational service unit staff represent the district, or theymay choose their representation in each subject areafrom their own staff.

Check 4 Learning (C4L)BY DR. PAT ROSCHEWSKI, Director of Statewide Assessment, Nebraska Department of Education

Roschewski



ACHIEVEMENTS

The NASES Distinguished Service Award was pre-sented to Alan Reigenborn, retiring Special Ed-ucation Director for ESU #10 in Kearney.

Alan Reigenborn has been a member of NCSA since1985 and NASES since 1998 when he became the SpecialEducation Director at ESU #10. He has provided super-vision to school districts and ESU #10 staff to supportthem in the mission of providing special education serv-ices to children.

According to Jean Anderson from ESU #10, Alan “iswell versed in special education law and is willing to gothe extra mile for the districts that are served by ESU10. He has also provided excellent support to the spe-cial education staff at ESU #10, finding ways and fi-

nances to send staff to training to keep us on the cut-ting edge of the next ‘ism’ in our field so we are provid-ing the best supports for districts and students. Behindhis quiet demeanor, Alan has been a steady ship in therocky, murky ocean of special education services and isvery deserving of this award for distinguished service.”

Alan was presented this award at the Nebraska Asso-ciation of Special Education Supervisors meeting inScottsbluff on April 14, 2011. Alan was unable to attendthe conference, so with the use of technology we wereable to surprise him at work and present him with thisaward. �

Reigenborn

NASES Distinguished ServiceAwardedtoAlan Reigenborn

C4L—Professional DevelopmentThe MOU requires that districts commit to the professional

development required to build C4Learning. In September thefirst round of training will occur in four locations:

September 8 – Scottsbluff – ESU #13September 9 – Kearney – Holiday InnSeptember 19 – Norfolk – Lifelong Learning CenterSeptember 21 – Lincoln – Country Inn and SuitesThese all day trainings, from 9:00-3:30, will focus on item

preparation, formatting, and the requirements of electronicitem submission. No content expertise is required of the par-ticipants. Each district is asked to submit the names of threeparticipants for the September training. Those names are tobe identified in the MOU. If space permits, districts may sendadditional staff.

Districts will pay the expenses of their staff members fortravel, meals, lodging, and substitutes. The NDE will providethe training but will not reimburse the staff who participate.

The second round of training occurs at the Younes Center inKearney, Nebraska per the following schedule:

Tuesday, November 29 – ReadingWednesday, November 30 – MathematicsThursday, December 1 – Science

Districts are required to send three participants to this

training, one staff member in reading, one in mathematics,and one in science on the appropriate days. It is critical thatthe participants in this training have content expertise. Dis-tricts may determine the grade level of the staff they send,but they must commit to the names of the certificated staffmembers they plan to send and identify those staff membersin the MOU that is to be signed by September 1st.

It is the intent of the Nebraska Department of Educationthat C4L will be available to districts in January 2012, twomonths before the testing window of the Nebraska State Ac-countability tests.

School leaders have many responsibilities, but few amongthem are more important than the academic performance oftheir students. One of the measures of student performance inNebraska is a set of Nebraska State Accountability (NeSA)Tests. The Nebraska Department of Education believes thatthe integration of curriculum, instruction, and assessmentmust occur if all children are to have the opportunity to suc-ceed on the standards. C4Learning is a tool intended to pro-vide immediate feedback to students and teachers so thatlearning throughout the year becomes the focal point, and thesummative NeSA tests are used as the verification of thatlearning. �

Check 4 Learning…(from page 5)


ACHIEVEMENTS

The Nebraska State Association of SecondarySchool Principals is proud to recognize Mr.Kevin Young, Principal at West Holt Public

Schools in Atkinson and Mr. Brian Tonniges, Principal atYork Middle School, as their Distinguished Principals ofthe Year.

Mr. Kevin Young was selected to represent Nebraska asthe High School Principal of the Year. Kevin received hiseducation from the Westmar College (Bachelor of Arts)and Doane College (Master of Arts in Educational Lead-ership). Mr. Young has served as a practicing school ad-ministrator for the past ten years serving as Principal atWest Holt High School since 2003. Prior to that, Kevinwas a classroom instructor, Activities Director and K-12Principal at Stuart, Nebraska and a teacher at bothO’Neill High School and Bellevue East High School.

Mr. Young is active in many professional organizationsand community leadership positions such as the NationalAssociation of Secondary School Principals, the NebraskaCouncil of School Administrators, and the Nebraska StateAssociation of Secondary School Principals, where he hasserved as the Region III president, Secretary and on theExecutive Board. He is also a member of the West HoltBooster Club, the Faith Community Church, where he isa Lay Leader, and has served as a Fellowship of ChristianAthletes sponsor for the past nine years.

Mr. Young has several other honors, including theNSASSP Region III Principal of the Year, O’Neill HighSchool and Bellevue East High School Teacher of the Yearand has received the KOLN/KGIN Golden Apple Award.He has also been a presenter at several state and areaevents.

Mr. Bill McAllister, Superintendent of the West HoltPublic Schools, states: “Mr. Young has created an at-mosphere of excellence for staff and students alike. Hisability to see and identify good instruction is a key com-ponent when working with teachers on improving stu-dent learning and his straight-forward approach is abreath of fresh air. Our staff greatly respects his effortsto keep them informed, and greatly appreciate his en-couragement.”

Ted Thiele, Guidance Counselor at West Holt, says:“Kevin Young shows compassion, flexibility, trust in hisstaff and students, and a penchant for building up peo-ple. Our staff knows he is the real deal when it comes tocaring about students.”

Chuck Lambert, former Superintendent at West HoltPublic Schools, states: “Kevin is an excellent principal.He is very self-motivated and professional and works verywell with all of the staff and students. He is a ‘doer’, isvery personable and is a gentleman.”

Karen Richardson, parent of a West Holt student, com-ments: “Mr. Young is an outstanding principal, superbeducational leader and most importantly, a first-rate in-dividual. Personalization is not just a word for Mr. Young;it is a way of doing business every day, all day for everystudent lucky enough to be a student at his school. Heis an educator who makes a difference in the lives of thestudents he serves.”

Mr. Young will receive his award at the Nebraska StateAssociation of Secondary School Principals State Confer-ence and with his selection, will be eligible for consid-eration for the 2012 Metlife/NASSP National High SchoolPrincipal of the Year.

Mr. Brian Tonniges was selected to represent Nebraskaas the Middle School Principal of the Year for the Ne-braska State Association of Secondary School Principals.Brian received his education from the University of Ne-braska–Kearney (Bachelor of Arts and Master of Arts inEducational Administration). He also has taken graduatecoursework through the University of Nebraska–Lincolnand Doane College.

Brian has been the principal at York Middle Schoolsince 2006. His previous educational experience includesthe Middle School Principalship at Fillmore Central, andserving as a classroom teacher at Fillmore Central and atFairmont Public Schools.

Mr. Tonniges 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-

Nebraska State Association of SecondarySchool PrincipalsAnnounces2011 Distinguished Principals of theYear


Young

Tonniges

Students learn by teaching.Alone, each is a

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Stop by our booth at Administrat Days

August 3-5, 2011Younes Conference Center, Kearney, NE


Doug AcklesSt Paul Public Schools

Thanks for all your help overthe years.

Roger AdkinsESU #16

What a ride! I will miss allthis, but I’m really lookingforward to choices.

Al AgrimsonSouth Sioux CityCommunity Schools

Arlan AndreesenJohnson Brock PublicSchools

Joyce BaumertSchuyler PublicSchools

Joyce Baumert is retiringas principal at Schuyler

Central High School. Mrs. Baumert hasspent a span of 45 years in education. Shehas served our youth as an assistant prin-cipal, middle school language arts teacher,and fifth grade teacher in Columbus,Omaha, and West Point, NE respectively.

Jerry BergstromLexington PublicSchools

Working for our teachers,children, and families hasbeen an honor and joy. I

hope to continue to support public educa-tion in an encore career and am deeply in-debted to the great people at NCSA andNAESP for their support during my career asan administrator in Nebraska. Our chal-lenges provide each of us with opportuni-ties to impact the quality of life forhundreds of children far into the future.Thank you colleagues!

Ron BrandlNeligh-Oakdale PublicSchools

I look forward to spendingtime with family andfriends. I have been fortu-

nate to work with many talented peopleduring my 37 year career. Best of luck to allthose planning for the next school year.

Nancy BrandtLincoln Public Schools,Lincoln NortheastHigh SchoolEducation is a rewarding ex-perience. Thank you to

everyone for your support and assistance. Ivalue the relationships that have been cre-ated.

Larry DlugoshUniversity ofNebraska-Lincoln

It has come to mind, manya time, that there could

never have been a more committed andgenuine group of people to work with thaneducators and students. A career in edu-cation offers the opportunity for continu-ous learning and professional growth, acareer filled with memories of countless stu-dents from Kindergarten to graduateschool who were a delight every day, and acareer working with teachers, principals,and superintendents who are completely in-vested in and engaged the art and scienceof learning. If there was an opportunity todo it all over again - - - I would.

Keith FagotLoomis Public SchoolsIt was a great run. Thanksto all past and present whohave answered my ques-tions and helped me to suc-

ceed. A special thank to my NRCSAcolleagues who have been an inspiration tome.

Sally HansenESU #9I retire with REGRET that Icouldn’t accomplish all thatI had hoped; the KNOWL-EDGE that we have made

great gains for children and their families;JOY for the relationships and experiencesI’ve had; GRATITUDE to all of my cohortsover the years; and the HOPE that you willall continue to fight for better futures forour children. Thanks!

Mark HardyESU #13

RETIREMENTS

Each year NCSA is sad to lose but happy to congratulate those educators who are leaving the profession due to their long-de-served retirement. We are honored to share with you a glimpse of their future plans or just a bit of advice that only those whohave worked with children and parents for so long can give!

NCSA Honors Retirees


RETIREMENTS

Andrew HeadyHastings PublicSchools, LincolnElementary

Dave HendricksSouthwest PublicSchools

Charles HervertMaxwell Public Schools

A lot of changes have oc-curred over the last 45years. School is still fun, be-

cause of great friends, great students andparents. I’ll miss everyone, but hope tokeep in touch.

Rita JohansenFalls City PublicSchools

Retiring about 21 yearswith the Falls City Schools– began my career later in

life after having 3 children; started at aSPED para, then Title I teacher, then Assis-tant Principal/SPED Director and the last12 years as Principal/Assessment Coordina-tor. I plan to spend time with four grand-children, helping my husband and son withthe farm and running the family business,and traveling. Nebraska is the greatestplace to live and has the country’s best ed-ucators.

Ron KarrESU #11

Continue to provide thechildren of Nebraska thehighest quality of educa-tion possible.

Ed KaslLouisville PublicSchools

I want to thank all of mycolleagues for their help in making the past37 years a wonderful experience. I wish youall the best.

Deb KearnsGordon-RushvilleSchools

It’s amazing when I thinkback at all the changes in education dur-ing my 37 years: in teaching philosophiesand methods, the means of communicationand technology, and the growth of specialeducation. I have truly enjoyed all the peo-ple I have worked with and met!

Max KrogerOrd Public Schools

I have learned so muchfrom peers in administra-tion and appreciate the

friendships. Thanks, Mike, for all that youdo for education in Nebraska.

Mick LoughranESU #9

Having been a member ofNCSA for thirty-five years,the only advice I can give

to the younger generation of administratorsis that membership is a must. Good luck toall of you.

Bruce McCoyLewiston ConsolidatedSchools

I’ve greatly enjoyed all myrelationships with other ad-

ministrative colleagues through the years.Best of luck to all of you in your continuingcareers.

Katherine MeinkEwing Public Schools

I have enjoyed the oppor-tunity and the experiencethat I have gained over thepast years as a superin-

tendent. I will miss the friendships that Ihave made along the way. Good Luck to allthe Nebraska Superintendents in the nextfew years. It will be a challenge for all butYou Are All Great Leaders!!

Kent MillerSouth Central NEUSD #5

It has been a great ridewith no regrets and total

satisfaction. Always keep your chin up nomatter how bad it may appear. There is al-ways an answer to any situation; you justneed to take the time to find it and alwayssurround yourself with fantastic people.

Glen MoorheadSandy CreekElementary

Steve MorrisGrand Island PublicSchools

Ken NavratilElkhornValley Schools

My thirty years in publicschool administration havegone by quickly I have

great memories from the school districtsthat I served and the friends that I havemade. We have a tough job to do that getsmore difficult each year. Luckily, we havemany capable people in our professionready to meet the challenges ahead. Goodluck to all.


RETIREMENTS

Dan NavrkalPierce Public Schools

It’s been a pleasure to haveworked with outstandingprofessional educators overthe past 31 years.

Gene NeddenriepMalcolm Public School

During my career, I had thepleasure of working witheducators in Wood River,Pawnee City, Syracuse and

Malcolm. I will truly miss the camaraderie,but this knowledge about these individualsalso makes me feel the future of Nebraska’seducation is in good hands. Good Luck toAll!

John NelsonHastings PublicSchools

It has been a pleasure andan honor to be a memberof NAESP/NCSA for the last

29 years of my career. During that career, Ihave had the good fortune to call a largenumber of NCSA members my friends andmentors. The NCSA has been an excellentorganization that has diligently worked tomeet the needs and professional develop-ment of its members. I plan to kick backand enjoy life a little differently and willmost likely take advantage of the opportu-nity to be more politically outspoken for Ne-braska public education. I will, of course,continue my affiliation with NCSA as aNARSA member.

Kevin NolanTekamah-HermanCommunity Schools

It has been a pleasureworking with so many dedi-

cated and supportive administrators overthe years.

Leslie OwenLaurel-Concord PublicSchools

Craig PeaseAshland-GreenwoodPublic Schools

Growing up the son of aschool administrator and

having spent 27 years in the business my-self, I have nothing but the utmost respectfor all of the men and women who havebeen school leaders in our state. Thank youto all of those who helped me along theway. I am proud to be a part of this group.In times when politicians want to useschool administrators as scapegoats for thestate’s and nation’s ills, we need to morethan ever stand strong and prideful for whowe are and what we contribute to this so-ciety. Thanks to NCSA, its members and toall my colleagues both past and present formaking me proud to be a school adminis-trator.

Greg PetersonSterling Public Schools

I’ve enjoyed all the stake-holders I’ve met in mythirty years in education. I

will miss the camaraderie among these peo-ple but still plan on being around to pesterthem for a while yet.

Larry RamaekersAurora Public Schools

Education has changed sig-nificantly since I began inthe 1972-73 school year.

What does remain, however, is the contin-ued dedication, hard work, tenacity andperseverance needed to get the job done!Continue to do the great things you havebeen doing.

Alan ReigenbornESU #10

The past forty years hasgone by fast. The secret oflongevity is to keep breath-

ing.

Larry RossHastings PublicSchools

Steve SchneiderAuburn Public Schools

I have enjoyed workingwith all of you.

Ted SheelyLincoln Public Schools,Northeast HighSchool

Being a member of themost important profession has been a priv-ilege. I have met many outstanding profes-sionals during my career and know that thechildren in Nebraska are in good hands. Donot be discouraged by those who would at-tempt to solve their budget problems on thebacks of educators. They might better pro-vide a true economic stimulus by fundingearly childhood education.

George SpilkerPapillion-LaVistaSchools

BillThompsonPonca Public Schools


RETIREMENTS

DaveTownsendKearney PublicSchools, EmersonElementary

I want to say “THANKS” toall of my colleagues that I have workedwith throughout my 36 years as a princi-pal. Way back in 1975, when I was in myfirst year in Superior, NE, I was on a pro-fessional island. NCSA/NAESP was the “BigShip Lollipop” that came to my assistance.Ever since getting on board, I have receivednothing but the BEST from the many per-sonal/professional relationships and sup-port all around the state and the nation.Best wishes to everyone as you continue tomake the future happen for our kids!!

Don UerlingUN-L

KathyVetterHoldrege PublicSchools

CindeWendellHoldrege PublicSchools

It has been very rewardingworking with NSCA person-

nel and Nebraska school administrators overthe years. The future challenges of educat-ing our children are in very capable hands.Best wishes to everyone.

KimWhitehouseOmaha Public Schools,Sunny SlopeElementary

After 34 years of eitherteaching in the classroom or “administer-ing” to others, it’s time to take care of my-self and help others in a different way. It’sbeen a challenging, yet rewarding, careerfilled with knowledge, friends, laughter andchildren! More fun and memories are in themaking with family, traveling, golf, andscrapbooking!

JimWhitneyNorth Platte PublicSchools,McDonaldElementary

Not pictured, but also retiring:Kellon Czaplewski, Papillion-LaVista Public Schools

Don Gronemeyer,Hastings Public SchoolsBill Hakonson, Leyton Public Schools

Stephanie Schulte,Grand Island Public SchoolsLarryWade, Bellevue Public SchoolsLarryWilbeck, Centura Public Schools

BBuulllleettiinn BBooaarrdd

For more information or to register for any of these events visit http://ncsa.org or contact [email protected]

NCSA TailgateSeptember 17, 2011NCSA Parking LotLincoln

Administrators’ Days

August 3-5, 2011

Younes Conference

Center – Kearney

Please note: The NCSA staff made every effort to include all thoseindividuals who responded to our request for information on retirements.


PERFORMANCE STANDARDS

“The quality of an education systemcannot exceed the quality of its teachers.”

This simple truth (to which we might add “or itsprincipals”) from the 2007 report How theWorld’s Best Performing School Systems Come

Out on Top explains why education policymakers acrossthe nation are embracing comprehensive educator effec-tiveness reforms as the key to improving studentachievement.

These reforms generally begin with rigorous teacherand principal performance standards that form the basisfor educator preparation, induction and mentoring, eval-uation, and professional development. In Nebraska, theState Board of Education recently approved a draft ver-sion of such standards for public and professional review;the standards will be considered for adoption in the fall.

Why the new interest in educator effectiveness as thepath to improvement? An obvious answer is that policy-makers now realize that effective teachers and principalsmake the greatest difference in student achievement.Additionally, it has become clear that curriculum modi-fications and similar reforms just won’t work unless ed-ucator effectiveness is improved.

Another reason for improving educator effectivenesspolicies is that current state (and often local) policiesaren’t connected and systematic in their approach andfail to address the entire educator career continuum.

Finally, educator effectiveness is the current hot but-ton. Federal pro-grams such as Raceto the Top haveput a strong em-phasis on improv-ing teacher andprincipal perform-ance.

A quote fromthe Strategic Man-agement of HumanCapital Project atthe University of

Wisconsin, sums it up nicely: “…unless there are tal-ented teachers in every classroom and talented principalsin every building, policy reform will not be realized.Delay is not acceptable.”

While some states, like neighboring Iowa, are wellalong the path of standards-based educator effective-ness policies, in Nebraska we are just beginning. In No-vember, the State Board considered a proposal toundertake an educator effectiveness initiative designedto develop a broad set of policies based on teacher andprincipal performance standards.

The State Board’s response was to ask for advice fromits education partners and authorized a meeting of aStakeholder Committee to gauge the support for the pro-posed initiative. That meeting was held in Decemberwith 26 participants from 10 of Nebraska’s educationpartners including, of course, NCSA. The result was a con-sensus that such a plan is needed in Nebraska and thatthe first step is developing teacher and principal per-formance standards.

Subsequently, it approved the creation of a StandardsDrafting Committee. That group of 41 members repre-senting about 13 groups met in February and March witha smaller Editing Committee holding follow-up meetings.The Drafting Committee determined early on that the pri-mary purpose of the standards would be to define effec-tive practice in order to improve teaching and learningand that its work should focus on classroom teachers andbuilding principals, those working directly with studentsin a school setting.

The draft standards follow a format similar to Ne-braska’s Academic Content Standards: each standard in-cludes a broad statement, supported by exampleindicators that clarify it. The document also includes anintroductory statement that provides an explanation ofthe work. The drafters considered a wide range of na-tional and other state standards, including the Council ofChief State School Officers’ InTASC standards for teach-ers and ISLLC standards for principals, as well as Char-lotte Danielson’s Framework for Teaching.

Ultimately, seven topics for teacher standards andeight for principals were agreed upon. For teachers, they

Teacher and Principal Performance StandardsBY JIM HAVELKA, Havelka Educational Services, and DONLYNN RICE, Nebraska Department of Education

Havelka

Rice

While some states, like

neighboring Iowa, are well

along the path of standards-

based educator effectiveness

policies, in Nebraska we are

just beginning.

(continued on next page)


PERFORMANCE STANDARDS

ondary School Principals, Association for Supervision and Cur-riculum Development, the National Middle School Association,and the Nebraska Association for Middle Level Education. He isan active member of the Optimist Club of York, serving as thecurrent President and in the former position of Sergeant ofArms. Brian is also a Board Member of the York Chapter of Team-Mates and is a youth league girls’ basketball coach. He also pro-vides his expertise to the Introduction to Education course atYork College through his presentations to this class.

Mr. Tonniges was honored as the Region 1 Middle SchoolPrincipal of the Year in 2008.

Dr. Mike Lucas, Superintendent of the York Public Schools,states: “Mr. Tonniges models values, beliefs and attitudes thatencourage others to higher levels of performance. He excels inproviding focus and direction to ensure alignment of practicesand programs in his building that match those of our district.Brian is a skilled leader that has helped our middle school be-come one of the strongest in the area.”

Linda Wilton, Mathematics Instructor at York Middle Schoolsays: “Mr. Tonniges leads collaboratively to encourage com-munity members, parents, staff and students to work togetheras a team to meet the common goal of providing the best pos-sible educational experience for all students who attend YMS.He truly models his attitudes, beliefs and values in the way he

lives. His professionalism and dedication to his school and fam-ily are admired by all.”

Dr. Dan Endorf, former York High School Principal and nowDirector of District Services for the York Public Schools, states:“Passion, character, leadership and enthusiasm are four wordsthat come to mind when I think of Mr. Brian Tonniges. Hemakes a difference every day by bringing a razor-like focus tothe Principalship that centers around helping each individualstudent achieve their dreams. He has made a profound impacton the culture at York Middle School.”

Dr. Alfred Arth, Professor of Education at York College com-ments: “Mr. Tonniges cares equally about his students beinginvolved in learning and their own personal development. Hehas developed a community of collaboration that he fosterswith his personal leadership ability. He is the building admin-istrator every superintendent seeks, but so few ever find.”

Mr. Tonniges will receive his award at the Nebraska State As-sociation of Secondary School Principals State Conference andwith his selection will be eligible for consideration for the 2012Metlife/NASSP National Middle School Principal of the Year. �

NSASSP 2011 Distinguished Principals…(from page 7)

Teacher and Performance Standards…(from page 13)

include: Foundational Knowledge, Planning and Preparation, theLearning Environment, Instructional Strategies, Assessment, Pro-fessionalism, and Vision and Collaboration.

Principal standards include Vision for Learning, ContinuousSchool Improvement, Instructional Leadership, Culture for Learn-ing, Systems Management, Staff Leadership, Developing Rela-tionships, and Professional Ethics and Advocacy.

Three key themes recur throughout the standards; they are theuse of technology, cultural competence, and teacher and princi-pal accountability for student learning. Accountability is a cru-cial element of the standards -- State Board members made itclear that the standards are only useful if they lead to improvedstudent performance.

The State Board has decided that the standards will not be aregulatory mandate. Rather, it views them as a resource for localdistricts that outlines a framework of effective practice for teach-ers and principals.

The full set of standards and example indicators were sent topublic and non-public schools in May. Throughout the summer,a series of meetings will be held to gather professional and pub-lic comment. After July 1 a survey on the NDE website will openfor comment.

We hope educators across Nebraska take advantage of the op-portunity to comment both on the content of the standards andon next steps for educator effectiveness in Nebraska. You can doso through the website survey or by e-mailing us [email protected] or [email protected]. �


PROGRAM SPOTLIGHT

Public education in this country finds itself at acritical crossroads. According to the NationalAssociation of School Principals, it is estimated

that 40 percent of all school superintendents will retirewithin the next five years (NASP, 2010). The average ageof principals in the United States is close to 50, and 40percent of all public school principals will likely retirewithin the next decade (Ferrandino & Tirozzi, 2000).These statistics coupled with increasingly complex jobdescriptions, burdensome state and federal mandates,tight budgets, and ever-louder calls for public account-ability present a rather sobering picture for tomorrow’seducational leaders. Who, then, will answer the call?

The notion of developing future organizational lead-ers through in-house development programs is hardly anovel idea. Private industry has long used such programsto groom future leaders (Cacioppe, 1998). Public schoolsare increasingly using similar programs. Leadership acad-emies, leadership institutes, principal boot camps—whatever term is used, the underlying purpose is thesame: identify, recruit, develop, and retain emerging tal-ent.

The Westside Community School District has imple-mented its own leadership development program (“Lead-ership Westside”) since at least 2004. All certified

district staff are eligible to apply. In-terest in the program has historicallybeen high, and the District typicallyhas more applicants than spaces avail-able. To be considered for the program,prospective participants must submitan application accompanied by lettersof recommendation from their super-visors. In addition, all participantsmust have completed at least half oftheir coursework toward a master’s de-

gree in administration and have a positive work history. After the application has been submitted, applicants

have a formal interview with the three central office ad-

ministrators who oversee the program. Candidates arescreened using common interview questions and ac-cepted on the basis of past leadership experience andpotential for future growth. Approximately 8-10 teachersare selected for admission into the program every twoyears. Participants are not promised an administrativeposition at the end of the two years though in practice,the District has drawn heavily from the program whenselecting new administrators.

Once participants are selected, they enter a rigoroustwo-year development process. During the first year, allcandidates examine leadership in theory and practice.This includes an orientation where all participants takethe StrengthsFinder, a personalized strengths assessmentdeveloped by Gallup, and a review of McRELS’s balancedleadership research. Follow-up activities in year one in-clude interviews and shadowing experiences with build-ing and district administrators as well as field trips tothe Nebraska Department of Education, the NebraskaCouncil of School Administrators (NCSA), and the Ne-braska Unicameral. These experiences help candidatesbetter understand the policy-making bodies that will im-pact their professional careers.

In the second year of the process, participants receiveexposure to a variety of authentic leadership experi-ences. For example, candidates receive media relationstraining where they learn how to frame a message andcommunicate with members of the media. All partici-pants develop an individual leadership plan and updatetheir professional resumes. Lastly, all candidates partic-ipate in an experiential leadership opportunity in theirfinal year. In the past, this has included facilitating par-ent focus groups for our strategic planning process, up-dating district policy manuals, and coordinating theDistrict’s annual fundraisers and parent involvement con-ference.

The costs associated with running the two-year pro-gram are minimal. All Leadership Westside graduates re-

Leaders Building Leaders: Developing Future School Administrators Through a “Home-Grown” ApproachBY DR. ANDREW RIKLI, Assistant Superintendent, Westside Community Schools

Rikli


Clearly, the need

for training the

next generation of

school leaders is a

critical one.


PROGRAM SPOTLIGHT

ceive a small stipend for their involvement in the program, anda small budget is needed to support the field trip experiencesand some of the related research resources. But in general, themain cost the program incurs is the use of administrators’ time.Considering the relatively low cost of the program, it has been anunparalleled success. A number of the District’s current buildingadministrators are Leadership Westside alum and were pluckedfrom the program after having shown exceptional skill and prom-ise.

Clearly, the need for training the next generation of schoolleaders is a critical one. Effective school districts must be able tostrike a balance between hiring fresh perspectives from the out-

side while leveraging the internal talent that already existswithin the organization. By identifying promising teachers, ex-posing them to high quality and rigorous development programs,and allowing them to participate in authentic leadership oppor-tunities, schools can honor our best and brightest educatorswhile preparing them to serve as tomorrow’s leaders. �

Leaders Building Leaders…(from page 15)

Benefits

CREATING HIGH PERFORMANCE-SCHOOLS for HIGH PERFORMANCE TEACHING AND LEARNING

Benefits ! Enhanced Academic Performance ! Improved Health & Attendance ! Teacher Attraction & Retention ! Reduced Energy & Operating Costs "#$%&'&%()*+,&-'.#/&01,&1,'+#1(,2&#1,&learning environment is, the better the student achievement and attendance it produces. More and more schools are learning that Trane builds, delivers and supports fiscally responsible systems with superior reliability and efficiency.

To explore giving your school facilities, Teachers and Students the high-performance learning environment they deserve, contact:

Dave Raymond and Denny Van Horn

TRANE K-12 Performance Contracting Phone: 402-331-7111 E-Mail: dave.raymond@trane or [email protected]

TECHNOLOGY

The task set before school administrators of navigatingsuccessful technology implementation in their districtsis certainly no easy task. At the risk of falling behind in

the push to provide students with technologies in the classroom,many district technology implementation strategies are haphaz-ard at best and we often aren’t too inclined to admit it. We’veshared below some of the most common mistakes that schoolsmake when purchasing technology so that you can be aware of thepitfalls and look to avoid them.

1Leaving teachers out of the decision-making process.Time and time again, teachers are left out of the decision-

making process, and the result can too often be technology thatsits high in the closet and never sees the light of day. We see ex-amples every year of schools that purchase a piece of technologyfor every room only to find that five teachers have no desire touse the particular item, three already have something similar, andsix don’t know what it is even used for. Teacher ownership is anintegral part of any successful classroom technology implemen-tation.

One idea to obtain teacher buy-in is to have teachers writemini-proposals for how they will implement the technology thatwas demonstrated at the last staff meeting. Lynne Herr, a Tech-nology Professional Development Specialist at ESU 6, shared thisidea with York High School Principal Mitch Bartholomew.Bartholomew implemented this technique and awarded equipmentto those teachers that wrote valid proposals. Those teachers whoare genuinely motivated to use the technology will often experi-ence success with the equipment and spread the word across thestaff about their successes.

In an ideal technology implementation, the teacher is giventhe time to review the equipment and software to find programsthat match his or her classroom instructional style and skill set.Many Nebraska districts take advantage of our equipment loanerprogram that provides equipment to try out in the classroom for30-60 days, allowing teachers to see if the equipment meets theirneeds.

2Seeking the “cool” factor rather than the best bang foryour buck. Technology is continually advancing and there

is a place for those cutting-edge new adopters with the courage

to experiment and see if the latest cool technology has mean-ingful application in the classroom. However, large purchases ofthe next best thing can often end in disaster, and purchasers mayend up with technology that serves a very limited purpose for ahefty price tag.

One aspect of our mission is to help schools determine themost effective use of funds that will create the largest learningbenefit for students. Interactive whiteboards on every wall mightseem like a great plan, but some teachers may prefer a portabletablet, which has 100 percent of the functionality at a fraction ofthe cost. Evaluating purchases in this manner allows schools toprovide the same learning benefits to three classrooms for theprice of one.

Do your homework. Peruse the research and find out whattools really have been proven to make a difference in the class-room with substantiated data and research. Ask hard questions:• What do we want to accomplish in this classroom or at this

grade level?• What technology allows us to provide this most effectively and

efficiently?• Can this technology be used in a variety of ways that maximize

the cost benefit?• Do we have the prerequisite equipment available to implement

other technologies, i.e. projectors?

3Buy the cheapest tool so that everyone gets one. Cost al-ways has to be a factor when implementing technology, es-

pecially when trying to accommodate as many differentclassrooms as possible, but the cheapest is almost never the bestvalue. Poor quality technology can hinder a teacher and even de-tract from learning in the classroom if not implemented or sup-ported effectively.

Many technology products that are initially demonstrated bythe vendor can really “wow” the audience. Vendors don’t usuallyshow you the limits of their products, do they? If you see a prod-uct that really appeals to you, be sure and check out similar prod-ucts. Seek out vendors that offer multiple products and arewilling to converse with you about which product line would bethe best fit for your classroom.

Create a list of what the product has to be able to accomplish

Engaging Technologies: Partnering withNebraska Schools for Successful Technology ImplementationBY DUSTIN and CATHY FRANK, Engaging Technologies




NCSA REPORT

The 2011 Legislative Session will be one to re-member for years to come. The political push-ing and pulling on public education was never

more evident than was experienced in this long, 90-daysession. Although there were attempts to use divide-and-conquer tactics, the education community remains in-tact, a little bruised, but alive. We (teachers,administrators, and school boards) should be proud that,through it all, we refused to allow state and even na-tional political movements and influences to break usapart. We stayed together no matter how ugly it got,no matter what was said or written.

K-12 education certainly has reason to feel some painafter this legislative session. State aid to education wasreduced by over ten percent, special education fundingwas flat-lined for the next two years, and ESU fundingwas flat-lined also. There is no denying the colossal hitto education funding due to poor economic circum-stances and reduced state revenues. Yet, there is everyreason to be hopeful and optimistic, as crazy as that mayseem. First and foremost, we have to hope we’ve hit bot-tom and can only move upward, to think otherwise istoo scary to imagine.

Three other reasons for optimism are worth mention-ing. Troubled times cause us to try harder, be more ef-ficient, and become more creative. Schooladministrators, teachers, and school boards will have towork together as never before to find the solutions andmaintain high standards for educational op-portunities. We have already witnessed exam-ples of extraordinary efforts in school districtsto embrace financial crisis and work withinavailable means.

The next reason to be optimistic is the cur-rent leadership within the Nebraska Legisla-ture. It may not seem like it to some, but theLegislature did make K-12 education a prior-ity this past session. We could tell by ourconversations with various members of thebody that education funding is vitally impor-tant to them. We have one of the most de-

liberative, pro-active Education Committees in recentyears, lead by Senator Greg Adams. And anyone remotelyassociated with the process knows how hard SenatorAdams worked and listened as he crafted legislation torevise the state aid formula. We have hope that as theeconomy improves and state revenues increase, there willbe an effort to make up lost ground in funding for edu-cation.

The third and last reason for optimism relates backthe top of our message. The collaboration and coopera-tion between the NCSA, NSEA, and NASB has never beenstronger than it is today. Even at the darkest momentsof this past session, particularly during the work to finda compromise on the CIR legislation, our three organi-zations maintained ongoing communication. No one re-treated, no one bunkered down and refused to talk ormeet. We all knew full well that we had to continueworking together on so many different issues, such ashealthcare, retirement, school finance, etc. Simply put,there is too much at stake for everyone involved to allowany force or issue to tear apart the Nebraska K-12 edu-cation community.

In closing, we would like to congratulate the NCSAretirees honored in this issue. We thank you for yourcommitment to the children of Nebraska schools andwish each of you the best in retirement. �

Brutal Legislative Session, but Optimismfor Education’s Future Reigns SupremeBY DR. MIKE DULANEY, Executive Director; and DR. DAN ERNST, Associate Executive Director

Dulaney

Ernst

McPherson & Jacobson, L.L.C. 7905 L St., Suite 310

Omaha, Nebraska 68127 (888) 375-4814

Email: [email protected] Web site: www.macnjake.com

Since 1991, McPherson &

Jacobson, L.L.C. has conducted

over 120 superintendent

and principal searches in Nebraska


ELECTION RESULTS


We are pleased to honor those members that havebeen elected by their peers and colleagues to serveas their respective affiliate president-elects for the

2011-2012 year. We feel extremely fortunate to have highly qual-ified and worthy individuals that participated in each electionand wish to say thanks for those individuals willing to run forleadership positions. To be elected by your peers is certainlynoteworthy and now these newly elected individuals will havethe opportunity to serve and lead school administrators acrossthe state.

In addition to their roles and responsibilities for their re-spective affiliates they also will begin as members of the Ne-braska Council of School Administrators Executive Board, withofficial duties to begin on September 1, 2011.

We wish to congratulate and welcome the following new President-Elects:• NASES – Jane Moody, Special Education Director, ESU #11• NASBO - Jill Pauley, Director of Fiscal Services, Lincoln Public

Schools• NAESP – Ann Jablonski, Principal, Kooser Elementary-Lincoln• NSASSP – Chris Stogdill, Principal, Stanton High School• NASA – Tim DeWaard, Superintendent, Centennial Public

Schools• NARSA – Bob Bussmann �

NCSA Election Results

Moody Pauley Jablonski Stogdil DeWaard Bussmann

Jack Moles, Superintendent of Johnson County Cen-tral Schools, will be NCSA Chair beginning Sep-tember 1, 2011. Joining him will be RandySchlueter, Principal of Beatrice Middle School, who

will serve as NCSA Vice Chair beginning September 1,2011.

“I’m looking forward to bringing my experience andperspective from Johnson County to the state level,”Moles said. Mike Dulaney, NCSA’s Executive Director,gave a warm welcome to the new chair and vice chair.“I have great confidence that Jack Moles and RandySchlueter will provide strong leadership on issues facingschool administrators in the coming year.”

The Nebraska Council of School Administrators is anorganization of more than 2,000 school administratorswho serve in Nebraska schools. The organization is a

partner in developing excellence in educational leader-ship, providing the “tools” necessary for administratorsto be successful. Although school administrators aremore aware of problem areas in schools than anyoneelse, their voices can be drowned out by special inter-ests in politics. NCSA provides strength in numbers tomake the voices of administrators heard in educationalmatters in Nebraska.

The NCSA Executive Board consists of seventeen rep-resentatives. Members are elected by their affiliate andserve a three-year term on the Executive Board. The Ex-ecutive Board annually selects a chairperson and vicechairperson from its ranks to direct the work of theBoard and represent NCSA. �

NCSA Elects Chair and Vice Chair for 2011-2012

Moles

Schlueter


CALENDAR OF EVENTS

JUNE23 NCSA Golf Tournament 12:00 p.m. Wilderness Ridge Lincoln

AUGUST3-5 Administrators’ Days 8:00 a.m. YCC/Holiday Inn Kearney

SEPTEMBER8-9 NASES Fall Conference 12:00 p.m. Marina Inn S. Sioux City17 NCSA Tailgate 11:30 a.m. NCSA Parking Lot Lincoln22-23 CIP Leadership Workshop 8:00 a.m. Gering Civic Center Gering28 School Law 8:00 a.m. Holiday Inn Kearney26 Hispanic/Latino Summit 8:00 a.m. Embassy Suites LaVista

NATIONAL CONVENTION DATESASBO – September 16-19, 2011 – Seattle, WAAASA – February 16-18, 2012 – HoustonNASSP – March 8-11, 2012 – Tampa, FL

NAESP – March 22-24, 2012 – Seattle, WA

for you in the classroom. Then, take advantage of vendor loanerprograms so that you can see for yourself the strengths andweaknesses of different products.

In addition, don’t be afraid to seek out references from otherdistricts. Ask them how their cost of ownership has weighedversus the impact the tool has had on the classroom.

4Implement new technology without training. Your en-tire investment in new technology can be lost without the

proper training, and this is probably the most common mistakemade in technology implementation. When schools writegrants, the training plan is always included, typically at 10 per-cent, but outside of a grant, the training piece is typically themost neglected part of a technology implementation.

Training may be different for every person, but whethertraining consists of a five-minute tutorial on how to run a re-mote, an hour-long webinar to get you up and running withnew equipment, a week-long seminar on teaching in the 21stcentury, or a 60-page manual with which to read and followalong, the right professional development and training re-sources are essential.

As not only technology vendors but former classroom teach-ers, one of our biggest strengths at Engaging Technologies isdesigning and implementing an effective training plan thatworks best for you and your staff. We see hundreds of effective,efficient technology implementation strategies throughout the

state and our job is to share these strategies and help yourteachers find what works best given their instructional styleand skill set.

The Planning Period Day, one of our most popular trainingofferings, allows teachers to sign up for 1:1 time during theirplanning period. Training takes place in their classroom withtheir equipment, their resources, their textbook, and on theircomputer so they can implement the tools to best fit theirteaching needs.

We realize that technology implementation is certainly notan easy endeavor; however, in our work with schools through-out Kansas and Nebraska, we’ve had the pleasure to work withmany districts on successful technology implementations. Inaddition, we’ve had the opportunity to meet many fantastic ed-ucators and administrators across the state, and we take greatsatisfaction in seeing the impact on learning that can be de-rived from engaging technologies in the hands of effective ed-ucators.

If you are interested in setting up a time for your local En-gaging Technologies representative to discuss successful tech-nology implementation with your school, please reach out to usso that we can coordinate a time to visit with you and yourstaff. �

Engaging Technologies, 800.705.4049, www.engaging-technologies.com

Engaging Technologies…(continued from page 17)

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ARCHI + ETC. LLCCristy Joy6500 Holdrege St., Ste 007Lincoln, NE [email protected]

Crouch Recreational DesignEric & Nicole Crouch6946 N. 97th CircleOmaha, NE 68122402-496-2669nicole@crouchrecreation.comwww.crouchrecreation.com

Benchmark 4 ExcellenceRick Imig1411 Rodeo BendDickinson, TX 77539281-910-0113rick@benchmark4excellence.comwww.benchmark4excellence.org

Nebraska Public Agency Investment TrustBecky FergusonPO Box 82529, Lincoln, NE [email protected]

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Documents

NCSA Today Magazine, Summer 2011