� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �

E x c e l l e n c e i n E d u c a t i o n a l L e a d e r s h i p

2010-11 Iowa Assistant Principal of the Year is Betsy Fair

Acommittee of five assistant principals recently selected Davenport North High School Associate Principal Dr.Betsy Fair as this year’s Iowa Assistant Principal of the Year.

Finalists for the award were Jade Beehler of Spencer and John Elkin of Webster City. Randy Noecker ofCedar Rapids was also a nominee. Congratulations to you all for your contributions to education!Thank you to selection committee members Diane Campbell of Muscatine, Brian Coppess of Urbandale,

Heidi Durbin of Grinnell-Newburg, Lisa Hill of Ankeny and Ryan Ridout of Boone.Selection of the remaining 2010-11 Administrators of the Year will occur in the spring.

SchoolAdministratorsof Iowa

DDeecceemmbbeerr 22001100 LLiinnkkiinngg LLeeaaddeerrsshhiipp && LLeeaarrnniinngg

Report

Dr. Betsy Fair,associate principal,Davenport NorthHigh School

NNaattiioonnaall SSuuppeerriinntteennddeenntt ooff tthhee YYeeaarr BBeettttyy MMoorrggaann AAddddeedd aass SSAAII AAnnnnuuaall CCoonnffeerreennccee SSppeeaakkeerr

Dr. Elizabeth “Betty” Morgan, who has spent nearly a decade at thehelm of the Washington County (Md.) Public Schools and is the cur-

rent National Superintendent of the Year, will address Annual Conferenceparticipants August 3, 2011.

Among the innovations and improvements in the district that have takenplace, Morgan is very proud of the school system’s dramatic growth in grad-uation rate, significant decreases in dropout rates, and steady growth in aca-demic achievement.

Under Morgan’s supervision, the school system launched a revamped datasystem to track students’ academic needs and success; significantly enhancedsalary schedules for teachers, support personnel and administrators; and cre-

ated the Center for Peak Performance and Productivity to enhance staff development. Also,major curriculum revisions were implemented to increase the rigor of coursework and to bol-ster performance on assessments.

Additionally, the implementation of magnet programs, the improvements of programs atWashington County Technical High School, the building of six new schools, and the expan-sion in special education services all rank high on the list of accomplishments. Morgan alsocited the implementation of the International Baccalaureate program and the growth ofAdvanced Placement classes and other programs that challenge students as keys to the schoolsystem’s success during her tenure, in addition to major improvements in technology availableto students and staff.

During the years Morgan has been superintendent, US News & World Report and Newsweekhave consistently ranked WCPS high schools among the best in the country.

Role-AlikeLearningSAI is pleased to announce an

enhancement to Day 2 of theAnnual Conference. On Aug. 4,2011, in addition to the traditionalprogram components, there will bean opportunity for youto engage in role-aliketable discussions.These discussions willbe led by Iowa admin-istrators and will focus on topics ofcommon interest to your role/level. Help customize the discussions

by completing a brief survey athttp://bit.ly/dG0Q4T. Please respond to the two ques-

tions by Fri., Dec. 3. We will useyour input to plan for the event.

Dr. ElizabethMorgan,NationalSuperintendentof the Year

PPrreessiiddeenntt Linda Reysack, elementary principalCedar Rapids Community School Districtlreysack@cr.k12.ia.us

PPrreessiiddeenntt--eelleecctt Angela Huseman, high school principalTri-Center Community School Districtahuseman@tri-center.k12.ia.us

VViiccee PPrreessiiddeenntt Roark Horn, chief administratorAEA 267rhorn@aea267.k12.ia.us

PPaasstt PPrreessiiddeenntt Theron Schutte, superintendentBettendorf Community School Districttschutte@bettendorf.k12.ia.us

NNAAEESSPP SSttaattee RReepp.. Paul Wenger, principalEdgewood-Colesburg Elementarypwenger@edge-cole.k12.ia.us

NNAASSSSPP SSttaattee CCoooorrddiinnaattoorr Todd Wolverton, principalNorth Fayette High Schooltwolverton@n-fayette.k12.ia.us

AAssssoocciiaattee EExxeeccuuttiivvee DDiirreeccttoorr Dr. Bonnie Boothroybboothroy@sai-iowa.org

BBuussiinneessss MMaannaaggeerr Cyndi Petersencpetersen@sai-iowa.org

CCoommmmuunniiccaattiioonnss DDiirreeccttoorr Tracy J. Harmstharms@sai-iowa.org

DDiirreeccttoorr ooff IIoowwaa’’ss CCoohheessiivvee LLeeaaddeerrsshhiipp SSyysstteemmDr. Troyce Fishertroyce@sai-iowa.org

EExxeeccuuttiivvee AAssssiissttaanntt Jody Linkenhokerjlinkenhoker@sai-iowa.org

EExxeeccuuttiivvee DDiirreeccttoorr Dr. Dan Smithdsmith@sai-iowa.org

GGoovv.. RReellaattiioonnss DDiirreeccttoorr Dr. Ben Normanbennorman@mchsi.com

IIoowwaa SSttaatteewwiiddee PPIIRRCC DDiirreeccttoorr Ed Redaleneredalen@mchsi.com

IIPPEERRSS RReepprreesseennttaattiivvee Dr. Gaylord Tryongaylord@sai-iowa.org

LLeeggaall SSeerrvviicceess DDiirreeccttoorrMatt Carver, J.D.mcarver@sai-iowa.org

PPrrooggrraamm AAssssiissttaannttAmy Swansonaswanson@sai-iowa.org

PPrrooggrraamm AAssssiissttaannttCheri Wiggercwigger@sai-iowa.org

RReecceeppttiioonniisstt//SSeeccrreettaarryyDebbie Wrenndwrenn@sai-iowa.org

SScchhooooll AAddmmiinniissttrraattoorrss ooff IIoowwaa12199 Stratford Drive, Clive, IA 50325-8146Phone: (515) 267-1115 � FAX: (515) 267-1066www.sai-iowa.org

Follow SAI on Twitter - @sai_iowa22

NNaattiioonnaall RReepprreesseennttaattiivveess

SSAAII SSttaaffff

SSAAII OOffffiicceerrss

U n c e r t a i n t y“Life’s under no obligation to give us what we expect.”

~ Margaret Mitchell

We are living in uncertain times. As I write this column the elections are over, but it isunclear how the newly elected lawmakers and governor will move Iowa education.

There is also uncertainty as to who will fill the important position of director of the IowaDepartment of Education. Important questions about the Iowa Core, statewide pre-school, education funding and many other questions are unanswered.

The national scene compounds the uncertainty in Iowa. What will the dramatic changesin Congress mean for renewal of the Elementary and Secondary Education Act (known asNCLB since 2001)? Will Arne Duncan’s approach to education, which has included Raceto the Top and the identification of persistently lowest-achieving schools, remain in place?

Amid all of this uncertainty a constant has been the criticism of public education. Thedebate has been heightened by the recent release of the movie Waiting for “Superman”which portrays failing schools, mostly in America’s large urban centers. The movie pres-ents a heart-wrenching story about families in these communities trying desperately to“win the lottery” so that their children can attend a successful charter school. The strongmessage from the movie is that America’s public schools are broken.

On one hand, I fear that many Iowans will see the movie and conclude that the problemsbeing portrayed have nothing to do with Iowa. That the severe social, economic and cul-tural problems in places like Harlem or East Los Angeles have no counterpart in Iowa,thus dismissing the need for reform.

Conversely, I also fear that many Iowans will see the movie and conclude that the prob-lems portrayed are the same ones present in Iowa schools. The assumption that plausiblesolutions to the severe problems in places like Harlem and East Los Angeles will also workand are necessary for Iowa schools is incorrect. Such reasoning resulted in NCLB and per-sistently lowest-achieving schools being foisted on Iowa schools in a one-size-fits-allapproach to reform.

Both approaches are wrong. Schools in Iowa are not unique, but they have different prob-lems than those most closely associated with America’s large urban centers. Iowa’s prob-lems stem more from complacency and a lack of genuine understanding that both Iowaand the global economy have changed and will continue to change. Iowa is becoming lessa homogenous state of small towns characterized by low poverty and supportive families.

As a result, the norms of schooling in Iowa must change. It is no longer the high-achiev-ing state that it once was. Schools still have many successes (e.g., graduation rates, ACTscores, etc.) but are slipping in many areas. We have to work within our changing com-munities to create a unity of purpose around continuous improvement strategies becausethe required changes cannot be accomplished by schools in isolation.

It is easy in these uncertain times to vacillate and assume there is no clear direction. Thetruth is that creating a climate of continuous instructional improvement will remain thefocus of school leadership in Iowa. The job of leaders is to foster positive change on abuilding-by-building and district-by-district basis.

� � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � �EExxeeccuuttiivvee DDiirreeccttoorr’’ss MMeessssaaggee from Dan Smith

IInnBBrriieeff

33

RREEPPOORRTT

The SAI Report is published for associationmembers and selected community and businessleaders by School Administrators of Iowa. Theviews expressed in the SAI Report do not neces-sarily reflect SAI opinion nor does acceptance ofadvertising imply SAI endorsement.

Your comments and suggestions are welcomed.

Tracy J. Harms, editor

At its November meeting, the SAIExecutive Committee:

� was apprised of staff efforts to contactmembers who had not yet renewed for the2010-11 year;� reviewed the financials; � was updated on the June 22 and 23,2011, Principals Center Summer Institutefeaturing Lynn Erickson; � heard about the Superintendents’Network Facilitators’ two-day meetingwhich began at Norwalk CSD with anInstructional Rounds visit. With the assis-tance of the support team from Harvard,the facilitators analyzed artifacts from theprevious year to determine successes andareas for improvement;� learned about the role-alike sessions tobe held at the 2011 August Conferenceand the opportunity for members to sug-gest table discussion topics;� was informed that feedback from theonline mentoring program developed byDave Markward for assistant principalsand associate superintendents is positive; � discussed the legislative platform as pro-vided by Legislative Committee members.

NNoovveemmbbeerrRReessuullttssDoes your building ordistrict have aFacebook page?

Yes 48%No 52%

Facebook examples and commentsare available at http://bit.ly/hvGMnt

TThhiiss mmoonntthh’’ss qquueessttiioonn::How are you using technology toaccomplish administrative/ managerial tasks?

Provide your answers at http://bit.ly/dGTaXB

* This is an unscientific survey of volunteer partici-pants and is not a valid statistical sample.

Credits: image is from the Crystaljingsr gallery and islicensed under Creative Common License.

Give us your feedback*

UUppccoommiinnggUUppccoommiinnggEEvveennttssEEvveennttssDecember10 - “Ask Matt” Webinar on Bullying andHarassment

January 6 - Best Practices in Hiring Your NextPrincipal, West Des Moines Marriott 15 - Getting Your Next Job, SAI Office,Clive 22 - Aspiring to Administration, SAIOffice, Clive24 - Managing Your Life in the Age ofDistraction for Principals, SAI Office,Clive25 - Managing Your Life in the Age ofDistraction for Superintendents, SAIOffice, Clive

Find registration information and learn about futureofferings at www.sai-iowa.org/events

National ConferencesRegistration and reservation informa-tion for all is available online.AASA-Feb. 17-19, Denverwww.aasa.org/NCE/

NAESP-April 7-10, Tampahttp://bit.ly/blUoyi

NASSP-Feb. 24-27, San Franciscowww.nasspconference.org

Legislative SessionRecommendations

The SAI Executive Committee will for-mally approve the 2011 session platformDec. 9 after receiving input from SAImembers, the Legislative Committee andRepresentative Council.

Watch for a mid-December e-mail withthe platform and a request to share thisinformation with your legislators.

Contact will also be made with keyEducation Committee and EdAppropriations Subcommittee membersbefore the session begins Jan. 10.

What’sPD allAbout? It’s not uncommon to hear parents lamentschools’ late starts or early dismissals forprofessional development and the uncer-tainty about how that time is spent.Learning Forward (formerly known as theNational Staff Development Council) hascreated the booklet “Why ProfessionalDevelopment Matters” to help you conveyto parents and the community the valueof professional development for studentachievement.

Download the information athttp://ht.ly/370LU.

Maximizing the Principal-Counselor Relationship to

Increase Student AchievementApril 5 - 9 to 2:30

Elementary/K-12 Principal-Counselor TeamsApril 6 - 9 to 2:30

Secondary School Principal-Counselor Teamsat the Courtyard by Marriott in Ankeny

Speaker-Dr. Peggy Hines of the Education Trust:As director of the Ed Trust’s National Centerfor Transforming School Counseling, Peggyconsults with state departments of education,universities, and school districts. She is the for-mer director of the school counselor programat Indiana State University and past presidentof the Indiana School Counselor Association.She was a member of the writing team for theAmerican School Counselors Association’sNational Model for School CounselingPrograms and one of the developers of theNational School Counselor Training Initiative.Peggy also was cofounder of the AmericanStudent Achievement Institute.

Intended Outcomes:� Examine the level of congruity regardingeach others’ roles in increasing student achieve-ment using data secured from Iowa principalsand counselors.� Identify best practices based on the ASCAstandards and in actual districts/buildings thathave successfully redesigned the relationshipsbetween principals and counselors.� Develop an action plan that each principal-counselor team will implement targeting spe-ciUc strategies to help students be college,career and citizenship ready. e plan will uselocal achievement data, goals developed by theIowa School Counseling Association and IowaCore content.

Registration:Cost is $80/person for SAI members andcounselors, non-SAI member administratorsare $136 (includes materials and lunch). eUrst 150 counselors registered and accompa-nied by their building principal will attend atno charge. Register online at www.sai-iowa.org/events

44

Not to make light of this month’s topic, as it is sincerely of great importance, but I must admit there is some irony in the fact that I amagain writing about bullying and harassment. Let’s just say that I possess some characteristics which result in my being on the receiv-

ing end of some friendly abuse from time to time (OK, daily). I appreciate your mind going to the size of my head and my Iowa dialect,but I am referring to my chosen profession. For instance, while attending one SAI district meeting a couple of years ago, I was welcomedby a slew of comments similar to the following:

A new client had just come in to see a famous lawyer.“Can you tell me how much you charge?” said the client.“Of course,” the lawyer replied, “I charge $200 to answer three questions!”“Well that’s a bit steep, isn’t it?”“Yes it is,” said the lawyer, “And what’s your third question?”

And then there are the endless jokes that involve lawyers and references to the bottom of the sea, road kill, or something else of the sort. For some reason, no one seems to lose a great deal of sleep worrying about the psychological impact such comments have on us lawyer

types. Of course, I get the added benefit of being a Notre Dame grad as well. (Yes, I am aware that the Naval Academy has beaten mybeloved Irish for three out of four years.) When things get too rough, I sometimes (quite shamelessly) divert the conversation to the factthat I am an Army veteran. Hey, sometimes you gotta do, what you gotta do.

Moving on to those for whom you should genuinely be concerned, students. This month we will cover some recent guidance from theU.S.D.E.’s Office of Civil Rights (OCR). In a “Dear Colleague” letter, dated October 26, 2010, the OCR clarifies apparent points of con-fusion in schools around the country regarding compliance with federal law, and the topic of bullying and harassment.

OCR enforces “Title VI of the Civil Rights Act of 1964 (Title VI), which prohibits discrim-ination on the basis of race, color, or national origin; Title IX of the Education Amendmentsof 1972 (Title IX), which prohibits discrimination on the basis of sex; Section 504 of theRehabilitation Act of 1973 (Section 504); and Title II of the Americans with Disabilities Actof 1990 (Title II).” Section 504 and Title II collectively prohibit discrimination based on dis-ability. School officials are likely in violation of these statutes, as well as corresponding regula-tions, “when peer harassment based oonn rraaccee,, ccoolloorr,, nnaattiioonnaall oorriiggiinn,, sseexx,, oorr ddiissaabbiilliittyy is suffi-

ciently serious that it creates a hostile environment and such harassment is encouraged, tolerated, not adequately addressed, or ignored byschool employees.” (emphasis added)

You might note that the federal civil rights laws do not expressly cover harassment on the basis of sexual orientation or religion.However, federal protection from sex discrimination indirectly covers harassment based on sexual orientation if a student is being harassedbecause s/he does not conform to how peers believe a boy or girl should act, such as those situations where a boy is harassed due to per-ceived effeminate traits. Such harassment is covered under federal law, Title IX, regardless of a student’s sexual orientation.

Likewise, while federal law does not explicitly cover harassment based on religion, Title VI still triggers a school’s responsibilities whenthe harassment is based on the group’s actual or perceived shared ancestry or ethnic characteristics, to include a commonly shared religion,rather than solely on its members’ religious practices. For example, consider a situation where a number of students harass and create ahostile environment for a student whose family is from Iran, where the students are making comments such as: “Why do all of youMuslims like killing innocent people?” In fact, the student may not even be Muslim, but the students are harassing him because they asso-ciate his ancestry with being Muslim. Even if the student was actually a Christian, school officials would not be relieved of responsibilitiesunder Title VI.

Of course, remember that Iowa law goes even further than federal law to protect students from harassment or bullying, to includeharassment based on sexual orientation or religion. As stated in Iowa Code § 280.28, harassment or bullying in Iowa schools covers actualor perceived “‘[t]rait[s] or characteristic[s] of the student’ includ[ing] but . . . not limited to age, color, creed, national origin, race, reli-gion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, politicalparty preference, political belief, socioeconomic status, or familial status.” As I share when I do training on this topic, Iowa law coversabout anything.

With that in mind, let’s get back to federal law, which is the basis for this month’s column. So, when do actions cross the line, and they are considered violations of federal law?

Harassment does not have to include intent to harm, be directed at a specific target, or involve repeated incidents. Harassment creates a hostile environment when the conduct is sufficiently severe, pervasive, or persistent so as to interfere with or limit a student’s ability to participate in or benefit from the services, activities, or opportunities offered by a school.

Now that you know when there may be a violation of federal law, what are some actions that OCR may expect school officials to taketo remedy the problem? “A school must take prompt and effective steps reasonably calculated to end the harassment, eliminate any hostile

Remember, it’s never the wrongtime to do the right thing

� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �LLeeggaall VVoorrtteexx with Matt Carver, Legal Services director

“A school must take prompt andeffective steps reasonably calcu-

lated to end the harassment,eliminate any hostile environmentand its effects, and prevent the

harassment from recurring.”

55

environment and its effects, and prevent the harassment from recurring.” This is the case regardless of whether astudent has complained, asked the school to take action, or identified the harassment as a form of discrimination.

Examples of reasonable steps may include• separating the accused harasser and the target, while minimizing the burden on the target’s educational program(e.g., not having the target change classes, unless it is done at the target’s request). • providing counseling for the target and/or harasser.• taking progressive disciplinary action against the harasser(s). (However, the OCR noted in its “Letter toColleagues” that schools sometimes rely too heavily just on discipline, without taking actions that may be neces-sary to address a more systemic problem.) • providing training or other interventions for the larger school community, so staff, students and families knowhow to identify harassment, and know how to respond to and report harassment. • training staff on constructive responses to conflict between students, whether racial or otherwise.• hosting class discussion about bullying, harassment, and being sensitive to students of varying backgrounds and characteristics.• involving parents and students in an effort to identify problems and improve the school climate. • removing promptly any harassing graffiti from school premises. • reaffirming the school district’s anti-bullying and harassment policy. • creating an age-appropriate program to educate students about the history and dangers of discriminatory and harassing behavior. • offering targeted students tutoring, other academic assistance, or counseling as necessary to remedy the effects of harassment. • monitoring more aggressively the places where harassment occurs in your buildings (e.g., hallways, lunchroom, etc.), as well as addition-al monitoring of the alleged harassers. • ensuring wide distribution of the contact information for the district’s Title IX and Section 504/Title II coordinators. (All school dis-tricts are required to designate persons responsible for coordinating compliance with Title IX, Section 504, and Title II, including investi-gation of any complaints of sexual, gender-based or disability harassment. See 28 CFR § 35.107(a), 34 CFR § 104.7(a), 34 CFR § 106.8(a).)

To answer your question, NO, schools are not expected to take all of the above steps. Rather, you may pick and choose those actions, aswell as other actions of your own, which are reasonably calculated to remedy the situation.

Common school district mistakes in the area of harassment and bullying include• being unresponsive or under-responsive when alleged harassment or bullying occurs;• requiring the target to change classes;• relying solely on discipline to address the situation. This often does little to fix underlying systemic problems;• requiring a student to confront her harasser. This should only be done if the parties agree to such an informal approach on a strictly vol-untary basis; or• failing to conduct regular training with students and staff.

Hopefully the recommended steps, rather than the common mistakes, are more reflective of your school district’s current procedures. Asan initial check, answer these questions: 1) Does your district have an updated and publicized anti-bullying and anti-harassment policy? If not, the Iowa Department of Educationhas a sample policy which you may find here: http://bit.ly/hvA54b.2) Do your students, staff and parents know how to report bullying and harassment, as well as where they may find necessary forms? Youmight consider spot-checking this with some students in the hallway. Randomly ask if they would know what to do to report bullying orharassment. 3) Does your district have a Title IX and Section 504/Title II coordinator appointed?4) When is the last time you conducted anti-bullying and anti-harassment training in your district, and who received that training? 5) Does your district have a process in place to follow-up to ensure targeted students have not received further harassment and are gettingthe necessary supports to succeed in school?

This should not be considered an all-inclusive checklist, as I am sure that you are able to come up with additional questions of yourown, however, covering the above topics will assist your district in avoiding the most egregious missteps.

While I have tried to cover the highlights from the OCR’s October 26 letter, the full “Dear Colleague” letter may be found here:http://bit.ly/ecNrk8. At the end of the letter you will find a list of websites which will assist you and your staffin protecting students from bullying and harassment.

By the way, how ‘bout those Irish. If you didn’t notice, Notre Dame beat USC for the first time since my8th grade daughter was four years old. Until next year, Go Irish!

“Ask Matt” Webinar Dec. 10 on Bullying and HarassmentMatt Carver will elaborate on much of the above, as well as answer questions regarding bullying and

harassment, during SAI’s December 10 “Ask Matt” webinar. Sign-up today at www.sai-iowa.org/askmatt.

This article is intend-ed only as a refer-

ence in regard tothe subject mattercovered. It is fur-

nished with theunderstanding thatSAI is not engaged

in rendering legaladvice. If a legal

opinion is desired,private legal counselshould be consulted.

Ask Matt!

66

� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �PPaarreenntt IInnvvoollvveemmeenntt with Iowa PIRC

Parental Engagement in Middle and High SchoolEd Redalen, Iowa Parent Resource Information Center, www.iowaparents.org

At the 2010 SAI Annual Conference, Harvard Graduate School of Education Professor Nancy Hill provided participants with newresearch on how parents can help their secondary school children stay focused academically and participate in the events affordedby their school.

Dr. Hill discussed her research findings on the middle school and the adolescent, a time for many that is• marked by decline in achievement levels and engagement in school;• marked by increase in behavioral problems; and• at the same time, long-term implications for students’ academic and behavioral choices increase.“To be effective,” says Hill, a leading scholar on parenting and adolescent achievement, “parents’ strategies for staying involved in their

children’s education need to keep pace with the changing nature of family-school relations as the school environment gets bigger and morebureaucratic.”

Structural differences in middle school and high school that impact family involvement include• students having multiple teachers;• teachers having a larger number of students;• class course decisions putting students on different “tracks”;• schools are larger and more complex;• less guidance in middle school and high school on how families can be involved; and• academic material is increasingly complex.

Hill, et al, studied the progress students made from seventh through 11th grade, assessingthe impact of parental involvement on achievement, behavior, goals to complete high schooland goals to pursue education beyond high school. During Hill’s SAI presentation, sheexplained an unexpected outcome. While all parents who were involved in their children’s edu-cation in seventh grade had higher goals and aspirations as 11th graders, the impact on gradesand behavior was much stronger for college-educated parents. Non-college-educated parentsdid instill goals for future aspirations but her findings did not show student improvement inachievement and behavior “For students whose parents had college degrees, their parents’involvement in the seventh grade set forth a chain of reactions that improved their school

behavior from teachers’ perspectives in the eighth grade, which in turn increased their grades and test scores in the ninth grade,” Hillreported. “And grades and test scores in the ninth grade mapped out beautifully to higher achievement in 11th grade and to occupationaland educational goals.”

Hill explained that the most important engagement parents can have in their children’s learning in middle school/high school is aca-demic socialization. She stated that all parents—college-educated and non-college-educated—can impact their children’s future signifi-cantly by:• communicating parental expectations for education and its value or utility,• linking schoolwork to current events,• fostering educational and occupational aspirations,• discussing learning strategies with children, and • making preparations and plans for the future.

Dr. Karen Mapp, author of Beyond the Bake Sale and A New Wave of Evidence, has stated: “Many parents do not know the ‘code’ inmiddle school and high school.” They are unsure of course selections, how to advocate for their children and how to navigate the systemof the school. Hill’s research supports this conclusion.

Parents need more information about their children’s strengths, curriculum content and sequence, signing up for extra curricular events,and academic enrichment options in school and out of school.

Additionally, Dr. Hill stated that schools need to:• make the pathway from middle school courses to college transparent to families;• help families understand how and have programs available to get kids back on the pathway, if needed;• help teens identify goals and help families with information that will assist them in helping their teens understand the utility of educa-tion to reach their goals;• help parents understand how they can help their teens apply what they are learning in school to events in the real world;• help parents learn how to affirm and support teens as they demonstrate increasing levels of responsibility and sound decision making;and• help parents learn how to use their own mistakes and success as examples for their teens to learn the benefits of education.

Contrary to popular belief, teens want parental help!

“ ... the most importantengagement parents can havein their children’s learning inmiddle school/high school isacademic socialization.”

7

Pr inc ipa ls CenterSummer Inst i tu te

Topic: Deep Learning: Digging Deeper Dates: June 22-23 Presenters: Lynn Erickson (back by popular demand from last year’s event) andNational Teacher of the Year Sarah Brown Wessling Location: Des Moines area Registration: $170. More information will be available in January.

Want to know how we’re doing? Ask your gradsTroyce Fisher, director, Cohesive Leadership Systems

Irecently had a conversation with the daughter of a friend of mine who had come home fromcollege for the Thanksgiving break. I asked her how it was going, and that simple question

opened a floodgate of responses. “I had no idea we’d have to write such long papers in everyclass. I’ve been up all night trying to get ready for tests. I don’t understand what the professorswant, and they grade so tough.” This is a young woman who did well in school and is conscientious about her learning. She’s not a partygirl, and yet she was feeling overwhelmed by the demands during her first year at one of Iowa’s Regent universities.

That conversation came on the heels of hearing Tony Wagner again during the IASB convention urging the educational community to 1. look at how well we’re preparing our students for 21st century skills and 2. ask our most recent graduates for their perspectives on that issue. Then the Des Moines Register ran a November 22 editorial http://bit.ly/haDtv5 also encouraging us to ask our most recent alumni whattheir post-graduation learning has been like.

Although we’re about to “unveil” the Iowa Future website housing protocols and resources to help school leaders conduct conversationsto generate a sense of urgency about the “new work for schools” in a knowledge economy, the site is not quite ready. Here’s an optiongiven the time-sensitive nature of this opportunity: A protocol you can use that includes sample questions provided online athttp://bit.ly/gradinterview. It’s offered as a way to get the conversations started. I’m sure you’ll be able to improve upon the questions I’veprovided. If you choose to use it, we’d love to hear the results.

Getting YourNext JobSat., Jan. 15, 10 a.m. - 1 p.m.SAI Office, Clive

The session will focus on:1. Where to find job openings2. How to learn more about job openings3. Practical tips on writing letters of appli-cation4. Practical tips on writing a good resume5. An extensive discussion on some “dos”and “don’ts” regarding interviews

Register online at www.sai-iowa.org/events

Aspiring to Administration Sat., Jan. 22, 9 a.m.-2 p.m. SAI Office, Clive

Intended Outcomes: The purpose of thisworkshop is to provide educators who areconsidering a career in school administra-tion with

1. An accurate picture of the opportuni-ties and demands of the job.

2. Specific information regarding prepa-ration programs in the state.

3. An opportunity to learn about aspects of their personal leadership style and how it complements the work of increasing student achieve-ment.

4. An opportunity to visit with SAI per-sonnel about the administration landscape in Iowa.

Registration is available at www.sai-iowa.org/events

Best Practices in HiringYour Next PrincipalThurs., Jan. 6 at the West Des Moines Marriott9 a.m. to 3:30 p.m.

Intended Audience:Superintendents, HR personnel, associate superintendents, AEAchief administrators, IHE preparation program professors

Registration Fee: $80 for members, $136 for non-members. Online registration is available at www.sai-iowa.org/events

Workshop Content:American Institutes for Research by Learning Point Associates has done extensive researchon best practices in hiring principals and has developed both a guidebook and Tool Kit for“Distinguishing the Right Leader for Your School.” This workshop will provide partici-pants with a step-by-step guide for how to use the Quality School LeadershipIdentification (QSL-ID) process. That process includes establishing hiring criteria, recruit-ment against criteria, screening, telephone interviews, on-site screening, legal issues andselecting the best candidate. Personnel from American Institutes for Research will facilitatethe workshop and will continue to work with Iowa leaders for follow-up supports.