1. New Superintendents Institute Wednesday, July 15, 2015

2. Outcomes Cultivate a professional network; Gain insight with regard to your role in light of the direction and vision from the Department of Education; Examine strategies for clarifying the Board’s expectations; Explore a 4-step process for becoming a change agent; Discuss relevant scenarios in light of pertinent legal issues; Attend to the district’s financial health; Tap into the insight and expertise of superintendents who are finishing their first year in the role; Identify strategies for effective communication; and Reflect on strategies for an effective leadership-life fit.

3. Housekeeping Restrooms Lunch Important Links (also agenda): Resources: http://www.sai-iowa.org/new- superintendents-institute.cfm http://www.sai-iowa.org/new- superintendents-institute.cfm Questions: http://padlet.com/dschon/newsup t2015 http://padlet.com/dschon/newsup t2015 Evaluation : http://bit.ly/newsupt2015 http://bit.ly/newsupt2015 Mentoring Matters: http://bit.ly/SAIMM2015 http://bit.ly/SAIMM2015

4. Introductions What is your Board’s top priority for you as superintendent this school year? Where does your Board want you to focus your attention?

5. Tim Grieves, Chief Administrator, Northwest AEA

6. The First 100 Days: Being Clear about Board Expectations Lou Ann Gvist and Harry Heiligenthal, IASB

7. Key Points A.Establish or confirm priorities for the upcoming school year with the board team B.Get clear on operating procedures (communications, use of policy, uncovering land mines) C.Establish board table meeting and pre- meeting procedures and protocols

8. Key Points D.Foster working together as a team but get to know each board member as an individual E.Recognize the unique responsibilities of the board president and cultivate a working relationship with him or her

9. Scenario – New Superintendent Small Group Discussion

10. Reflection B.Get clear on operating procedures (communications, use of policy, uncovering land mines) C.Establish board table meeting and pre-meeting procedures and protocols D.Foster working as a team together but get to know each board member as an individual E.Recognize the unique responsibilities of the board president and cultivate a working relationship with him or her What is your next step regarding priorities for this year? (Key Point A below) A.Establish and/or confirm priorities for year one with the board team Pick one of Key Points (B – E below) and describe your next step

11. Recommended IASB Resources IASB Website – Sample resources Toolbox Visionary Team Roles and Responsibilities Superintendent Evaluation School Board U At the Board Table

12. Recommended IASB Resources Sample Guiding Questions: Superintendent Evaluation Aligning Priorities and Goals (diagram) Change: “Lessons Learned in Their Own Words”

13. Key Upcoming Learning Opportunities IASB Regional Board Orientation Meetings (15 offerings across the state – boards and superintendents) IASB Convention Wed, Nov 18 Early Bird Sessions Thurs, Nov. 19 Convention Fri, Nov. 20 (AM) Board Leaders & Superintendents

14. “Take A-Ways” Two key ideas

15. Transformational Leadership through Transition Dr. Roark Horn, SAI

16. 4-Step Process for Effective Transformation Step 1 - Knowledge of Self (Abilities and Limitations) Step 2 - Knowledge of Organization Step 3 - Use Learning in Steps 1 and 2 to Move the Organization Forward Step 4 - Take time to rest, reflect, rejuvenate

18. Know the organization

19. Apply What You Have Learned

20. Rest, Reflect, Rejuvenate

21. Insight to Effective Transformation Never do today what you can put off until tomorrow. The first words out of your mouth should always be a question - seek to understand. There is always someone available who wants to help you. Every situation is new and unique and should be treated as such - be fair above all else. It is fine to say you don’t know if you don’t. People will remember how they are treated long after they remember what they were treated for.

22. Dr. Ryan Wise, Director, Iowa DE

23. Iowa Department of Education Overview SAI New Superintendents July 15, 2015

24. Purpose Start with Why

25. Mission and Vision Creating excellence in education through leadership and service. Mission Iowa learners experience high levels of success and develop the capacity to continually grow as successful, healthy, and productive citizens in a global community. Vision

26. Role of the Department Partner with stakeholders to effectively implement federal and state education policy. Provide and interpret information and data to support transparency, accountability and continuous improvement. Communicate a compelling and consistent vision. Convene critical conversations. Pilot and scale promising practices.

27. THE INSTRUCTIONAL CORE

28. Director Priorities TLC Planning and Implementation Early Literacy Rigorous Academic Standards Review and Implementation Statewide Assessment System Transition Attendance Center Rankings and Differentiated Accountability

29. Other Key Issues Innovative Learning – CBE, ILO and STEM Educator Development Career and Technical Education Modernization College and Career Readiness/ Workforce-Education Alignment

30. Questions & Discussion

31. The First 100 Days: Aligning to the Law Matt Carver, Legal Services Director, SAI Josie Lewis, Policy/Legal Services Director, IASB

32. Key Questions A.Where is our district’s policy manual and what does it say? B.Who are some key players in the district? Board Members; School Attorney; and Union Representatives.

33. Key Questions C.Do I know my role in our district’s board meetings and understand key pieces of the open meetings’ law that will impact my work? Please see handout. D.Have I looked at our teachers’ (and support staff) master contract; and E.Who do I call?

34. Scenario – New Superintendent Custody and Student Enrollment - Small Group Discussion

35. Reflection What questions do you have?

36. Recommended Resources Matt Carver Legal Services Director, SAI mcarver@sai-iowa.org 515-267-1115 Josie Lewis Policy/Legal Services Director, IASB jlewis@ia-sb.org 515-247-7028

37. Top 10 Questions to Ask and Answer in Your 1st 100 Days … Financially Speaking Patti Schroeder, Shawn Snyder, Gary Sinclair - IASB

38. Key Points A.Provide you with a list of questions you need to ask and get answered during your 1st 100 days… financially speaking B.Guide you to tools that will help you get the answers you need C.Introduce you to a financial forecasting model that can work for you (FPP)

39. Reflection Reviewing supporting documentation provides you with a learning opportunity Can the answer be confirmed if requested? Trust, but verify!

40. 1. Where does our school district stand financially as of June 30, 2015?

41. Financial Health Why is this important? Good financial health can concentrate on something else Poor financial health must concentrate on finances and propose and make tough financial choices

42. Recommended Resources Financial Health—Tools You Can Use 7 Key Indicators Report What do they tell you on about your district’s financial health? Trend lines? Audit Report Read narrative to learn more about district Are corrective action plans in place?  http://www.ia-sb.org/Finance.aspx http://www.ia-sb.org/Finance.aspx

43. 7 General Fund Key Indicators 1.Certified Enrollment 2.Solvency Ratio 3.Percent of Revenue Spent 4.Unspent Authorized Budget (UAB) Ratio (more on this later!) 5.Annual UAB Ratio 6.Salary & Benefit Expenditures 7.New Money % - Settlement %– Change in Salaries/Benefits %  See 7 Key GF Financial Indicators handout

44. 2. If we promised to make reductions, did we? How do we know?

45. Rightsizing Why is this important? If reductions/ rightsizing are in place, financial health should be improving If reductions were proposed and not done, you will need to get them in place to improve financial health If no reductions proposed, does this mean your financial health is good or poor? Depends…

46. Rightsizing Discuss with SBO Review /understand prior year approved budget detail Cross reference prior year to current year

47. 3. Do we have a line item budget? Are we tracking expenditures against that budget?

48. Line-Item Budgets Why are they important? Identifies: How much can be spent; By whom; For what purpose. Developed March-October, depending on approach used by the district. Provides guidance for the day-to-day question, “Can we afford to make this purchase?”

49. Line-Item Budgets Review Line-Item Budget with SBO: How was it /should it be developed? How can we use it / are we using it to monitor expenditures and make prudent purchasing decisions?  Listen to IASB webinar on “Funding Priorities”

50. 4. Are there big hiring decisions yet to be made?

51. Staffing Why is this important? Staffing compensation (salaries and benefits) generally makes up 75-82% of all General Fund spending If all staffing decisions are done and are a part of the line-item budget, 75-82% of your spending is already “booked.” One teacher costs $78,308 annually, one principal costs $125,910 (state wide average – FY 2015)

52. Staffing Review Staffing levels with SBO and administrative team: What changes in staffing levels were agreed to during the budget development process? Have those changes (reductions or new hires) been completed and reflected in our line item budget? What do our trend lines tell us?  See 7 Key GF Financial Indicators handout

53. 5. Have we purchased those materials we need for first semester?

54. Purchases Why is this important? Time is of the essence! Major purchases take time to order, receive, and get into the classroom

55. Purchases Ask administrative team about purchasing needs for first semester. Are purchasing needs accounted for in our line-item budget?

56. 6. Do we have a user friendly monthly financial report?

57. Financial Reporting Why is this important? Required by law (Code section 291.7) Highlights your district’s financial status throughout the year Demonstrates financial transparency

58. Financial Reporting How do our monthly financial reports mirror (or not) our line-item budget? Our published budget? Are we on track to end the year in the black? Are our reports user friendly for our board and our community? If not what changes in reporting do we need to make?  Monthly Financial Reporting http://www.ia-sb.org/Finance.aspx

59. 7. What is our UAB ratio and trend line?

60. UAB Ratio Why is it important? #1 key financial indicator! UAB is Unspent Authorized Budget or unused spending authority or credit card limit UAB Ratio = UAB/Max Spending Authority By law, if UAB is negative, must appear before the SBRC: Work out plan Quarterly progress reports to SBRC

61. UAB Ratio What do our trend lines tell us? Work plan required? If so, are we following the plan?  Unspent Authorized Budget Explanation (AKA Unspent Spending Authority)  See 7 Key GF Financial Indicators handout http://www.ia-sb.org/Finance.aspx

62. 8. What legal due dates are important?

63. Due Dates Why are they important? Required by law There are consequences if not met

64. Due Dates Why are they important? ITEMDUE DATECONSEQUENCES CAR – Certified Annual Report upload to DE (also SES, Transportation rpts) 9/15/XXAppear before SBRC May delay State Aid Certified Enrollment (taken on October 1) 10/15/XXBasis for per student funding for next fiscal year ISL tax levy renewal4/15/XXFunding disappears Voter PPEL tax levy renewal 4/15/XXFunding disappears Why important in the 1st 100 days? Each item requires significant lead time to accomplish.

67. Due Dates Are we on target to meet these deadlines? Do we have a plan to ensure we meet ISL and/or Voter PPEL renewal deadlines?  DE Critical Filing Dates  Special Election Timeline Calculators (PPEL/ISL)  School Special Election Dates

68. 9. Are we on track with district and community facilities planning expectations?

69. Facilities Planning Why is this important? District facilities can and should enhance and enrich student and staff learning Adequate funding throughout the process is a must! Community support is priceless!

70. Facilities Planning Are we on track to open newly constructed/remodeled facilities on time? How are we using / do we have a plan for using our Sales Tax revenue? What long term debt do we have?  Notes to Financial Statements – Audit Report Do we need to start planning for a bond referendum? Revenue Bonds? PPEL debt?

71. 10. Are we solvent over the long term? How do we know?

72. Financial Forecasting Why is it important? Financial Planning Knowing where you have been is important! Knowing where you are is critical!! Knowing where you are going is priceless!!!

73. Financial Forecasting Do we have a way to forecast our needs over the next several years, based on varying assumptions? Does our futures modeling show that our district’s UAB will remain positive?

74. PMA – FPP One approach Contains five-years of district financial history FPP developed to use assumptions to project a five year budget plan Tool contains elements that actually create and project a district budget for five years Projection tool includes history and projections for expenditure, revenues, taxes, UAB, cash balance, projects, aid and levy worksheets, 703 forms and all supporting documents Funds are inter-connected as needed Work with district develops the Base Scenario

75. 11. BONUS - What went well, what did not, as part of our budget process last year?

76. Budget Development Process Why is this important? Need to understand prior year budget development dynamics Need to start formulating a plan/calendar for budget discussions for next year

77. Budget Development Process Discuss pros/cons of district’s prior year budget development with:  Board President  Individual Board members  SBO; other key staff members  Community members that were involved in prior year budget discussions  Board President’s Budget Calendar

78. The First 100 Days: Had I Only Known Panel Discussion

79. Panelists: Marty Jimmerson, AGWSR Todd Martin, Baxter Rich Powers, Bondurant-Farrar

80. Questions 1.Describe your entry plan and/or the steps you took to ensure a positive start during the first 100 days in your new role? 2.How did you go about building relationships with your administrative team, staff, board and community? Others? 3.How did you work with your board in the first few weeks and months to clarify the focus for your work? http://padlet.com/dschon/newsupt2015

81. http://padlet.com/dschon/newsupt201 5 4.What were your expectations for your administrative team and how did you communicate them? 5.What legal and/or policies issues did you face in your first 100 days? 6.What did you change the first year and why? How did you decide? How did you ensure you were honoring the culture and the work that had been done prior to you? 7.What’s one thing you wish you had done differently in your first 100 days?

82. The First 100 Days: Communicate, Communicate, Communicate Shane Ehresman, Lynnville-Sully

83. Effective Strategies for Ongoing Superintendent and School Board Communication Shane Ehresman, Superintendent (6 th year) Lynnville-Sully Community School District

84. “ The primary purpose of the school leader is to bind the district and the community together in support of a powerful vision for student learning. The only effective tool for meeting this challenge is a comprehensive communication plan.” ~ Dr. Max Riley, Superintendent, Randolph, New Jersey ~ Dr. Max Riley, Superintendent, Randolph, New Jersey

85. Where is Lynnville-Sully? Is Lynnville-Sully like my district? Watch short 2-minute video. https://www.youtube.com/watch?v=Qs9SHHwZb RU https://www.youtube.com/watch?v=Qs9SHHwZb RU https://www.youtube.com/watch?v=Qs9SHHwZb RU

86.  Form and frequency related to board member communication varies by district  Many superintendents & school boards randomly choose their communication strategy, often without establishing form or frequency Successful Communication: Form and Frequency

87. Forgetting to contact the board members/superintendent when serious issues arise Not communicating frequently enough Failure to recognize school board members when announcing district successes/news Engaging in negative behavior with one school board member about another school board member Communication Pitfalls

88. Two primary areas of frequency of communication – Ongoing communication – Emergency communication Frequency of Communication

89.  E-mail or text message  Phone call  Face-to-face meetings Forms of Communication: Pros & Cons

90. Easily produced Efficient (takes less time than phone call) Preferred method by most individuals Provides documentation of communication Email & Text: Pros

91.  E-mail is part of public record  Some board members may see it as impersonal or they don’t text  Can be easily forwarded to others  Limits opportunity for expanded conversation  Can violate open meetings laws if sent to all members simultaneously. Be careful not to ask board members to make decisions via e-mail, which could be construed as conducting a meeting without public notice. No “Reply All” to mass emails. Email & Text: Cons

92.  Use to communicate non-confidential information  Ask school district attorney to develop a confidentiality statement for all out going email messages  Ask others their communication preference Email & Text: Strategies

93. Distribute weekly district updates to staff Provide weekly updates to board members Utilize email as a means to communicate efficiently during a crisis Distribute general school board information Email & Text Recommendations

94. Superintendent’s Weekly Report (weekly board e-mail communication)

97. Provides quick feedback Offers personal touch to communication Provides opportunity to expand conversation Allows for confidential conversation Phone Communication: Pros

98.  Requires the availability of board member and the superintendent  Not as time-efficient as e-mail or text, especially if multiple individuals are to be contacted  Difficult to document content of the conversation Phone Communication: Cons

99.  Establish preferred contact times with individuals and record for future use  Signal the need for a phone conversation with email or text message  SMILE Phone Communication: Strategies

100.  Use phone calls to add emphasis to an important message  Periodically call to check in to see how things going in the school district  Contact by phone to discuss sensitive issues  Text or email each other to call back at a convenience time or immediately—depending on the situation Phone Call Recommendations

101. Most personal form of communication Establishes rapport Provides a forum for expanded dialogue Provides greater opportunity to assess reaction to items being communicated Face to Face Communication: Pros

102.  Time consuming  May be uncomfortable to discuss controversial or sensitive topics  Availability conflicts among all board members/superintendent  Could create inequity among board members Face to Face Communication: Cons

103. Use face-to-face meetings to communicate the confidential information Identify issues that require attention Development of school board agenda with the president and vice president – Monthly practice at Lynnville-Sully Face-to-Face Recommendations

104. How does the board member want to receive communication? Availability of board members Understand how you will engage board members quickly and efficiently especially in times of crises Emergency Communication (Plan Ahead)

105. Ongoing communication is much more purposeful Aimed at providing information on a consistent basis Indicates your willingness to be open with the board Develop a communication plan and commit to it Summary of Ongoing Communication

106. Question and Answer Time Lynnville-Sully School Web Site: www.lshawks.org Shane Ehresman, Superintendent ehresman@lshawks.com

107. You are a school board member - On Saturday night, the music booster club president stops in a restaurant of a neighboring town and sees three start varsity football players drinking beer at Applebee’s (during Happy Hour). The music booster club president reports the situation to you.  What mode of communication would you use to communicate?  When & how do you communicate the situation to the superintendent & rest of the board?  Why did you choose it? Scenario #1

108. You are a school board member – A community member who is the elementary principal’s husband’s best friend’s first cousin’s employee (part-time) told you the superintendent should not be cutting associates during this year’s budget reduction process.  What mode of communication would you use to communicate?  When & how do you communicate the situation to the superintendent & rest of the board?  Why did you choose it? Scenario #2

109. You are a superintendent – You just received a letter that one of the district’s principals won a state award.  What mode of communication would you use to communicate ?  When & how do you communicate the situation to the superintendent & rest of the board?  Why did you choose it? Scenario #3

110. You are a school board member - At 5:15 pm on a Sunday night, you have been informed by a district parent that someone has posted a threat on a website to “Hurt Students & Staff on Monday” in the middle school.  What mode of communication would you use to communicate?  When & how do you communicate the situation to the superintendent & rest of the board?  Why did you choose it? Scenario #4

111. You are a school board member – A community member stops in your business and says the basketball coach should be fired because she is negative with kids and has five straight losing seasons. He states that if something isn’t done, a parent group will be at the next board meeting.  What mode of communication would you use to communicate?  When & how do you communicate the situation to the superintendent & rest of the board?  Why did you choose it? Scenario #5

112. You are a superintendent - Upon arriving to work on Friday morning, you see racist graffiti painted on the side of the high school building.  What mode of communication would you use to communicate?  When & how do you communicate the situation to the school board & rest of the board?  Why did you choose it? Scenario #6

113. Leadership-Life Fit, Not Balance Dr. Dana Schon

114. By the end of this segment, participants will… 0 Explore the concept of fit as compared to balance

115. Do you regularly… 0 Look at other superintendents working 13+ hour days and feel pressure to do the same? 0 Hope that you can get your kids to bed early so you can get a few more things done for work? 0 Give up exercise so you can get more work done? 0 Snack your way through breakfast, lunch, and dinner so you can keep working (or skip meals entirely)? 0 Tell yourself you need to find balance and then feel ineffective when you judge yourself for failing to find it? 0 Feel guilty when you’re spending time doing nothing?

116. You’re being owned by the myth of a work-life balance.

117. https://www.youtube.com/watch?v=f3mohM05yxs Video-Rethinking Work-life Balance

118. The Notion of Balance… 0 Is discussed most frequently discussed in the negative 0 Keeps us focused on the problem rather than the solution 0 Assumes we are all the same 0 Infers there is a “right” answer 0 Leads us to judge 0 Results in unproductive guilt 0 Suggests the goal is a 50-50 split between work and life 0 Leaves no room for periods where there is more work and less life and vice versa; and 0 Ignores the constantly changing reality of work and life

119. What about a leadership-life fit? 0 Honors our unique situations throughout various points in our lives 0 Leads us to inspire 0 Recognizes multiple options based upon each person’s current circumstance 0 Acknowledges the ebb and flow of life’s events 0 Values flexibility

120. Next Steps Announcements Evaluation: http://bit.ly/newsupt2015http://bit.ly/newsupt2015 Adjourn