NCSA Programs

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Dr. Dan E. Ernst

New Superintendents'
Liaison Program

For more information, contact Dr. Dan E. Ernst,
NCSA Associate Executive Director
800-793-6272, 402-476-8055
dan@ncsa.org

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Program Overview

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  1. Goal Statement

    The goal of the 2008-09 New Superintendents' Liaison Program is to initiate a planned, purposeful, and effective New Superintendents' Liaison program for first time Nebraska superintendents. In addition, we welcome experienced superintendents from other states that are returning to Nebraska as a superintendent.  The mission of the Nebraska Council of School Administrators is to be a leader for quality education and to enhance the professionalism of its members.  This specific goal of initiating a New Superintendents' Liaison Program is set forth to enhance the professionalism of NCSA members, and in this case, specifically addresses the needs of new superintendents.

  2. The Nebraska Leadership Initiative (NLI)

    The Nebraska Council of School Administrators (NCSA) is partnering with Nebraska Educational Service Units and the Nebraska Department of Education to offer this professional development opportunity for Nebraska school districts.  This initiative is intended for superintendents, principals and teacher/staff leaders and promotes professional development based upon best practice and research related to school district leadership, school improvement, and leading in an effective school.  The training is a major objective for new superintendents and will focus on the attributes of "Leadership and Change" in addition to the four components of Governance for Learning, Culture for Learning, Instructional Leadership for Learning, and Resources for Learning.

    New superintendents are encouraged to participate with district leadership teams in order to enhance school improvement and lead an effective school district.  This program is available to all school administrators and will provide a great opportunity for superintendents to make sure they are focusing on the "right' work in their respective school districts.

    Four regional training sessions have been scheduled at the following sites and dates:

    • September 17, 18 -- Scottsbluff/Gering
    • October 1, 2 -- Kearney (Ramada Inn)
    • October 15, 16 -- ESU 3 (Omaha)
    • October 22, 23 -- Norfolk (Lifelong Learning Center)

    Following the initial training, ESU trained staff development personnel will be available to assist local school districts.  This work can be accomplished within the local school district or in cooperation with other area service unit schools.  The intent is to embed support in the service units in order to best meet the individual needs of schools.  We are pleased to utilize the support and expertise of Jan Hoegh - Nebraska Department of Education, and Dr. Toby Boss - Educational Service Unit #6.  Their dedication and commitment is to make this initiative successful is greatly appreciated.

  3. Additional Objectives

    • Expand leadership skills specific to needs of new superintendents.
    • Provide opportunities for technical training on specific topics.
    • Use data from a variety of sources and transform that data into information that guides decision-making and promotes accountability.
    • To enhance the opportunity to effectively communicate with the school community publics.
    • To promote the opportunity to participate with peers and share in a yearlong professional development experience to improve leadership skills.
    • To provide practical applications that may promote success as a superintendent.

  4. Topics

    The suggested topics are provided as an example of some of the topics addressed in the 2007-08 program.  The list is not intended to be all-inclusive and it is understood that actual topics will be determined based on the needs of new superintendents and in conjunction with training and development planning.  Distinguished and well-qualified professionals including school attorneys present and conduct the sessions.

    • Leading Student Achievement and Student Learning
      Special Education
    • Legislation - The Unicameral and Federal Legislation
    • Finance -- Budgets, Negotiations, State Aid, Resources
    • Human Resources -- Personnel, Evaluation, Termination
    • Communication -- Team Building, Board Supt. Relations
    • Facilities -- Legal District Building Options

  5. Schedule of Activities

    The objectives will be met through a series of planned training and development activities that are scheduled throughout the school year.  The New Superintendents' Liaison Program will include specialized professional development learning opportunities that are scheduled in conjunction with existing professional development events such as Administrator Days, School Law Update, NASA/NASB State Conference, and Labor Relations. These opportunities are designed to reduce travel and time away from the district. In addition, NCSA will sponsor five dates designed specifically for new superintendent activities. The new superintendent is expected to attend as many of the provided activities to maximize the program experience.  Dates are subject to change based on NCSA programming and availability of facilities A proposed calendar for the 2008-09 year is presented below:

    • July 17, 2008 - * New Supt. Budget Workshop (NDE) - Lincoln
    • July 22, 2008 - * New Supt. Budget Workshop (NDE) - North Platte
    • July 30, 31, August 1, 2008 - Administrator Days - Kearney
    • September 17, 18, 2008 - ** Nebraska Leadership Initiative, Gering
    • September 25, 2008 - School Law Update - Kearney
    • October 1, 2, 2008 - ** Nebraska Leadership Initiative, Kearney
    • October 15, 16, 2008 - ** Nebraska Leadership Initiative, Omaha
    • October 22, 23, 2008 - ** Nebraska Leadership Initiative, Norfolk
    • October 28, 2008 - New Superintendents - Lincoln
    • November 19, 20, 21, 2008 - NASA/NASB State Conference - Omaha
    • December 18, 2008 - New Superintendents - Lincoln
    • February 2, 3, 2009 - Labor Relations Conference - Kearney
    • March 11, 2009 - New Superintendents - Lincoln
    • April 23, 2009 - New Superintendents - Lincoln
    • June 23, 2009 - New Superintendents (Budget Development) - Lincoln

    Notes:
    * Budget Workshop -- attend either date or location
    ** Nebraska Leadership Initiative -- attend any of 4 locations

    In addition to scheduled activities and events, individual consultations and communications will occur via e-mail and telephone.  Webinars -- a method of providing specific information on a topic directly to participants through the computer and telephone will also be used to provide learning opportunities for new superintendents.  This delivery method eliminates the need for travel and will provide timely learning and development opportunities.

  6. Mentoring

    To further assist new superintendents in their development a mentor will be made available for each new superintendent. The mentoring experience is not designed to replace existing mentoring programs provided by Educational Service Units or Conferences; but to guarantee that each new superintendent will have the opportunity to receive the guidance and support from an experienced, successful superintendent.  The Associate Executive Director will confer with the respective Educational Service Unit Director and new superintendent in determining an appropriate mentor for each new superintendent.  Mentors and the new superintendent will meet in accordance to their specific Educational Service Unit designed program or as personally deemed appropriate.

  7. NCSA Methods to Evaluate Program Success

    New superintendents will be surveyed to determine their participation in and satisfaction of the New Superintendents' Liaison Program.  Each participant will be provided the opportunity to evaluate the various topics and activities of the program and to provide recommendations for improvements.


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Something to Think About!

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By Dr. Dan E. Ernst,
NCSA Associate Executive Director
July 2008

By Dr. Dan E. Ernst, NCSA Associate Executive Director This is a time of both challenge and opportunity for school leaders.  Educational issues will always be on our mind.  Just to name a few: accountability is here to stay with a new format to emerge as a result of recent enacted legislation; we are looking for a new Commissioner of Education; state aid remains a concern as we begin to see the true merits and pitfalls of a new school finance formula; we still must deal with lids; learning community schools are in the start up mode; No Child Left Behind is hanging on and we are looking to elect a new President of the United States. All said we can be proud that current ACT results for Nebraska students indicate we are number 1 among all states (with 70% of students taking the test).

Many years ago, Abraham Lincoln said, "You cannot escape the responsibility of tomorrow by evading it today."  Nebraska schools have been and will continue to be responsible for providing quality education, now and in the future.  School leaders will continue to respond appropriately to the many challenges before us.   We must continue to do what is important, not simply what is urgent.  Nebraska schools have been and will always be accountable, accountable to students, parents, school boards, and to school communities.

The rhetoric on the aforementioned topics will continue in addition to the "hot" issues of the moment.  This information is provided so that it might benefit administrators throughout Nebraska. More importantly, the concepts presented may be used by school leaders to promote dialogue among administrators regarding practical and philosophical suggestions with respect to pertinent school topics.  Most administrators have heard these concepts before.  Never the less, the purpose is to provide information that will assist school administrators to be successful.

The comments are not intended to be a cure all for administrators, but may be of value to anyone in the school business.  I can't take credit for the originality of many of these ideas.  The idea for this communication originated from an article written in the April, 1994 issue of The Executive Educator, and originates from a manuscript written by Paul B. Salmon.  Salmon, a former executive director for the American Association of School Administrators (AASA) was killed in a plane crash in 1985, just after his retirement.  The comments below are based in part on my twenty-five years of experience as a school administrator.  It is important that we learn from others.  Personal administrative experiences should allow administrators to discuss these concepts from a true practitioner's perspective. Author Barry Lepatner once said, "Good judgment comes from experience, and experience comes from bad judgment."  It remains the intent that readers will find this information meaningful and that it will lead to positive professional discussions and considerations while working as an administrator.  Enjoy.

- - - - - - - - - - - - - - - - - - - - -

Keep kids first in every decision you make.  Kids are the reason we are here.  We have chosen this profession out of a love for helping young people and our mission remains to help young people achieve success.  We must constantly think about kids and the effects our decisions have on them and their ability to become successful.

Seek advice.  Administrators that think they have all the answers may not even know the correct questions.  Work to establish the rapport with fellow administrators and staff and create a network of peers that can be of assistance to you when new concerns and challenges arise.  Don't be afraid to ask students their opinions regarding issues.  More importantly, never ask a question unless you are ready for the answer.  They will be honest, open, and many times provide excellent input that will result in positive solutions.

Practice lead management, (management by being a leader), not boss management.  Work with teachers, staff, students, and parents in a collegial relationship.  It is through the empowerment of others that you will truly gain results and rewards.  To be powerful, you must continuously give it away.  It is important that you hire good people, give them direction, support, appropriate resources, and then get out of their way.  As a school leader, you must work to facilitate growth of district   administrators, and yet understand the importance of allowing them the opportunity to do their job.

Reinforce good behavior.  Notice, praise, and appreciation promote the likelihood that positive behaviors will be repeated.  Celebrate success and model a positive attitude.

The law, know it well.  School laws are derived from board policies, student handbooks, faculty handbooks, negotiated agreements, and statutes.  You must be informed and prudent to the point that you avoid the big problems that could cost your district large sums of money.   Seek input and allow others to help you identify what might be identified as "big" issues.

Try not to take things personally.  In any administrative position you derive the luxury of receiving the blame for everything that could and does go wrong with students, teachers, parents, the general public, and at times the media.  Develop a thick skin and accept the fact that personal attacks go with the territory.  The only appropriate response to a personal attack is to respond as a professional.

Conflict is a component of the school business that may make us uncomfortable, create stress, but yet remains the necessary evil that we must overcome to grow as a leader of an organization.  It is best to deal with conflict as soon as possible; make sure you have the correct and most accurate information; if you need more time to get the right information, take the time.  Also remember that there are times when a cooling off period or slowing down ploy is necessary in order to achieve a positive outcome.  Conflict does not mean confrontation.  Deal with situations using tact and respect for all involved.

Document, Document, Document.  You must create a system that allows you to record accurately the true accounts of many school related incidents, behaviors, and episodes.  All communications should be dated, titled, and written in clear direct language.  Remember the most powerful message is often written with short and direct words.

Speaking in Public.  Whenever you are going to speak publicly to a group of teachers, students, or parents, prepare your comments ahead of time, and practice.  Key elements to consider: Be thorough but brief, maintain focus on your major points, and repeat themes if necessary.  Humor in good taste may be appropriate but you are to be viewed as a professional administrator and not a comedian out of work.

If you don't have the time to do it right, when will you find time to do it over?  Leaders have high expectations for you and you will have high expectations for yourself, staff and students.  Doing it right the first time is the only way to go!  Let others know your expectations prior to being allowed to do something wrong or in a sub-standard manner.  Turn in required reports on time with accuracy and quality.

Make sure you continuously allow students and staff to understand your expectations.  If you are clear and consistent, everyone will work to meet or exceed your expectations.  If you provide no direction as to what you expect, what you get will be considerably below what you desire.

Make no promises to anyone unless you can fulfill your commitment.  A promise to work with and for a solution is fine.  To promise to take care of a situation may leave you in a position that can only be perceived as not being good on your word.  Be a good listener, patient and work to perceive and assess needs of staff and students.

Interaction and visibility among students and staff will generate the perceptions as to your effectiveness.  Be active and amongst your school community and they shall look to you for leadership and guidance.  Stay within the four walls of the office and the employees will come to you not of their own free will; but will come with problems and concerns for you to "fix".  Your effectiveness will be determined in part by your ability to support and work with people.  

Support the Superintendent, Board of Education, and fellow administrators.  You will have the opportunity to provide input into the decision making process at many levels.  After a decision is made, the decision must be supported in spirit and in fact.  It is our responsibility to use the most accurate information in the decision making process.  If and when information changes and it can be determined that a poor decision has been made, apologize, admit the wrong and implement the right decision.  Apply the do right rule: Do the right thing, at all times, as the right thing is always right!

Confidentiality remains a critical issue for the successful administrator.  You must be able to determine what information is and is not appropriate to share.  When in doubt, seek advice.  Appropriate confidentiality establishes trust and credibility.

Don't worry about making mistakes.  Administrators must be willing to take risks with the idea that the results will benefit kids.  You will make mistakes, we all do.  It is more important to try and fail, than fail to try.

Be honest, be honest, be honest.

Don't take yourself too seriously.  Life is too short to worry about the things that we can't control.  In the big picture we remain very small fish in the big sea.  Hope for the best and cope with the rest!  Make sure you protect time for your family.  You can't function successfully without the support of the home and family.  Include them when you can, but continue to allow them to understand the nature of the profession.  A sense of humor goes a long way in this business.

As you have noticed, these comments have not been numbered.  When a numbering system is imposed, one might tend to view the components with a higher number to be of greater or higher importance.  This is not the case with these comments.  The concepts and ideas presented in this material and the hierarchy of importance may change on a daily basis.  The key to success may lie within one's ability to juggle the many entities and complexities of the school business.  Good luck.

References

Shannon, T. A. (1994).  Salmon's Laws. The Executive Educator, (4), 52-54.


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Inclement Weather

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October 5, 2007

Hopefully this communication is not important at least for a month or two.  However, it is only a matter of time before winter will be upon us and you will be faced with that decision to have school or not due to inclement weather.  This communication is designed to allow you to be proactive and prepare now so that when the time comes you will be ready.

Questions for your consideration:

  1. Who will make the decision? (And, if you are out of the district?)
  2. How will you gather accurate information in which to base your decision?
  3. What time can your school community expect a decision to be made?
  4. Will you consider late starts or early dismissals in your district?
  5. How will a decision be communicated? (Media Contacts - TV, radio, websites)
  6. How will certificated and classified employees be notified? (e-mail, calling tree, etc.)
  7. What are your expectations for support staff if school is canceled?
  8. What are your expectations for principals and or other administrators when school is closed?

These are just a few of the questions you need to answer now in order to be prepared later.  I also suggest that you become very familiar with some of the weather information sources available via media web sites or sites such as accuweather, etc.  I think it is also a good practice to record the date, time a decision was made and the current weather conditions and predictions at that time; including temperature, wind and wind chill, ice, and or snow conditions, and predictions.  Keeping this information may help as you review weather conditions at a future time and at least you can share the information that you used when a decision was made.  Also chart the school instructional time missed due to inclement weather.

Remember, you will be criticized by somebody regardless of the decision you make.  Do your best to access the latest and most accurate weather information and if you are in doubt, error on the side of safety.  It is also extremely important to establish a communication network with area superintendents.  There is strength in numbers!

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