ReportWire

Tag: educational leadership

  • A new PLC model that builds collective efficacy and fights teacher burnout

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    Key points:

    In schools across the country, teacher turnover and burnout have reached crisis levels. Educators are stretched thin, often working in isolation, and many professional learning communities (PLCs) fail to deliver meaningful results. After decades of studying and implementing PLCs, we realized that the model from the 1990s no longer meets the needs of today’s classrooms. That’s why we developed PLC+, the next generation of professional learning communities.

    The traditional PLC model emphasized student learning outcomes but often overlooked adult learning, instructional practices, and the spread of innovation. Teams frequently addressed surface-level goals, such as “raise reading scores,” without a shared understanding of the root challenges. PLC+ restores focus on adult learning alongside student learning, encourages teachers to spend time in each other’s classrooms, and ensures effective practices are shared across the entire school.

    Rethinking PLCs: Focusing on real problems

    A trap that many schools fall into is setting broad outcome goals–like raising reading or math scores–without examining underlying instructional challenges. The common challenge is not the reading scores. That’s an outcome measure, but it’s not actually the problem we’re trying to solve. Rather, an example of a common challenge names the issue: “We want to leverage close reading to help students better understand complex texts (i.e., primary sources, scientific articles, and informational essays).” The common challenge then drives the investigation. PLC+ helps teams first identify the common challenge that matters most and then use five guiding questions to create evidence of impact in real time:

    • Where are we going?
    • Where are we now?
    • How do we move learning forward?
    • What did we learn today?
    • Who benefited and who did not?

    By focusing on these challenges, schools can generate actionable data and meaningful insights rather than waiting for annual test results.

    Innovation must spread beyond a single team or department. If nobody else in the school ever gets to learn about what the science team learned, then that innovation stays locked into one department. By clarifying problems and sharing solutions, PLC+ allows the entire organization to benefit through the regular use of check-ins, gallery walks, and other collaborative events that allow teams to learn about each other’s progress and discoveries.

    Building collegial affiliation to fight burnout

    Educators spend most of their days with students, often with little interaction with other caring adults. Research shows that teacher burnout is closely tied to isolation. PLC+ combats this by fostering strong collegial affiliation and shared purpose.

    Strong collegial affiliation not only fosters collaboration but also helps teachers stay in the profession, reducing burnout across the school.

    PLC+ also incorporates emerging tools like AI–but ethically and effectively. We recommend treating AI like an intern: It can handle routine tasks such as drafting learning intentions or success criteria, but teachers remain in control. The human in the loop is the one with the expertise and the wisdom.

    Measuring what matters beyond test scores

    Evidence shows that schools engaging deeply with PLC+ see meaningful results. In Wake County, North Carolina, student outcome data from 121 of the district’s elementary schools indicate higher levels of engagement in PLC+ correlated with greater gains on standardized tests. While correlation does not prove causation, these findings highlight the importance of collaborative problem-solving in driving student outcomes.

    However, test scores are just one indicator. PLC+ emphasizes real-time impact data, the spread of innovation across departments, teacher retention, and overall satisfaction. Without this evidence, educators cannot fully appreciate their collective efficacy or the impact of their work. True collective efficacy requires concrete evidence. Collective efficacy is sometimes misunderstood as being “rah, go team, we can do it.” That’s not it. You have to have evidence that your school organization is capable of addressing this particular issue. Without it, it becomes really difficult for educators to understand their impact.

    By tracking multiple indicators, including progress and achievement analyses resulting from PLC+ cycles, schools gain a comprehensive understanding of what works–and what doesn’t–allowing teams to refine strategies in real time.

    The payoff: Teachers who stay and students who thrive

    PLC+ transforms school improvement from an isolated effort into a collaborative, evidence-informed process. It strengthens teacher affiliation, builds professional efficacy, and creates a pathway for that instructional innovation to spread across the organization. Ethical use of tools like AI allows teachers to focus on what they do best: knowing their students, designing effective lessons, and fostering learning communities that thrive.

    The result is a school culture where teachers can solve real problems, see the impact of their work, and remain in the profession with a renewed sense of purpose and support. By focusing on the right challenges and creating collegial support, PLC+ helps educators stay engaged, effective, and resilient–benefiting students and the entire school community.

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    Douglas Fisher & Nancy Frey, San Diego State University & Health Sciences High and Middle College

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  • When seconds matter: Why in-building coverage is a lifeline for school safety

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    Key points:

    During a school emergency, every minute that passes is crucial, but in those moments, a reliable connection can mean the difference between confusion and coordinated response. Yet, across the country, there is an unseen danger confronting school staff, students, and emergency personnel. This is inadequate communication connectivity within school buildings.

    For years, schools have implemented fortified doors, cameras, and lockdown exercises. This is because communication is the unseen link that connects each safety measure. However, communication can weaken once someone enters a structure composed of concrete, steel, and reinforced glass. This is unacceptable during a time when almost every call to 9-1-1 is generated by a cell phone.

    The changing face of emergency response

    More than 75 percent of emergency calls now come from wireless phones, according to the Federal Communications Commission. When something goes wrong in a classroom or gym, the first instinct isn’t to reach for a landline–it’s to pull out a smartphone.

    But what happens when that signal can’t get out?

    This problem becomes even more pressing as the nation moves toward Next-Generation 9-1-1 (NG911), a major upgrade that allows dispatchers to receive text messages, images, and even live video. These new capabilities give first responders eyes and ears inside the building before they arrive–but only if the network works indoors.

    At the same time, new laws are raising the bar. Alyssa’s Law, named after Alyssa Alhadeff, a student killed in the 2018 Parkland school shooting, requires schools in several states to install silent panic alarms directly linked to law enforcement. Similar legislation is spreading nationwide. These systems rely on strong, reliable indoor wireless coverage–the very thing many older buildings lack.

    When walls become barriers

    School buildings weren’t designed for today’s communications reality. Thick concrete walls, metal framing, energy-efficient glass, and sprawling multi-story layouts often block or weaken wireless signals. During an active-shooter event or a tornado warning, students may shelter in basements, cafeterias, or interior hallways–places where signal strength is weakest.

    After several high-profile incidents, post-incident reports have revealed the same pattern: first responders losing radio contact as they entered, dispatchers unable to locate or communicate with callers, and delays caused by poor in-building connectivity. These breakdowns aren’t just technical–they’re human. They affect how quickly students are found, how fast responders can coordinate, and how well lives can be protected.

    Technology that saves seconds–and lives

    Fortunately, there are solutions available, and they are becoming more accessible.

    The Emergency Responder Radio Coverage Systems (ERRCS) can also be referred to as Distributed Antennas Systems (DAS) within a public safety setting. The technology is responsible for extending radio communication coverage within building infrastructures. ERRCS are required within schools due to measures put into place within fire regulations.

    For communication and safety needs, cellular DAS, also known as small cells, are required to expand cellular coverage on a campus. These enable students, faculty, and staff to make calls, send texts, and exchange vital multimedia messages to 9-1-1 dispatchers, which is crucial during the NG911 era.

    Despite such technologies, smaller schools on more limited budgets can still leverage signal boosters and repeaters to fill coverage gaps within gyms, cafeterias, and other similar areas. At the same time, newer managed Wi-Fi solutions that offer E911 functionality can serve as a backup safety net that can transmit multimedia messages over secure Internet communications when cellular connectivity is no longer available.

    Best practices for schools

    Start with a coverage assessment. A comparison of where signals are dropping, not only for public safety communications but generally across each of the main cellular providers, will provide school administration with information on where to make improvements.

    Schools should then coordinate with the fire departments, the office of emergency management, and wireless service providers prior to implementing any system. This will ensure that they comply with local regulations and interoperability with first responders.

    Finally, maintenance and functionality are just as important as final installation. Communication systems should receive periodic tests, preferably during safety drills to verify that they work well under stress.

    Bridging the funding gap

    Improving in-building communications infrastructure can sound costly, but several funding pathways exist. Some states offer school-safety grants or federal assistance programs that cover technology investments tied to life safety. Districts can also explore partnerships with local governments or leverage E-rate-style funding for eligible network upgrades.

    Beyond compliance or funding, though, this is an equity issue. Every student, teacher, and responder deserves the same chance to communicate in a crisis–whether in a small-town elementary school or a large urban high school.

    A call to action

    A school is more than its classrooms and hallways, it is also a community of individuals each relying on others during times of fear and uncertainty. Perhaps one of the most straightforward ways to make this community more resilient is to provide a strong indoor building communication environment, both for public safety communications and cellular devices.

    The time has come to make connectivity a vital safety component rather than a luxury, because silence is simply not an option when seconds are at stake.

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    Payam Maveddat, Wilson Connectivity

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  • Cutting costs without cutting corners

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    Key points:

    With the end of federal COVID-19 emergency funding and the inherent volatility of state income tax revenues, California school districts are in an era of financial uncertainty. Fortunately, Jurupa Unified School District is already several years into the process of finding ways to track and control expenses while still supporting teachers and staff so they can provide the best possible educational experience for our students. Here’s how we’re making staffing and payroll processes more efficient, starting with the perennially challenging extra duty.

    Getting a handle on extra duty

    In addition to our salaried staff, we have a number of part-time, hourly, and what we call “extra duty” assignments. Because a significant amount of our funding comes from grants, many of our assignments are temporary or one-time. We fill those positions with extra duty requests so we’re not committed to ongoing payroll obligations.

    For many years, those extra duty requests and time cards were on paper, which meant the payroll department was performing redundant work to enter the information in the payroll system. The request forms we used were also on paper, making it very difficult to track the actual time being used back to the request, so we could be sure that the hours being used were within the limitations of the request. We needed a better control mechanism that would help school sites stay within budget, as well as a more formal budget mechanism to encumber the department and site budgets to cover the extra duty requests.

    Budgeting can get very complicated because it’s cross-functional. It includes a position-control component, a payroll component, and a financial budgeting component. We needed a solution that could make all of those universes work together. The mission was either to find a system or build one. Our county office started a pilot program with our district to build a system, but ultimately decided against continuing with this effort due to the resources required to sustain such a system for 23 county districts. 

    Our district engaged in a competitive process and chose Helios Ed. Within six months, our team developed and launched a new system to address extra duty. Since then, we have saved more than $100,000 in staffing costs, time expenses, and budget overruns because of the stronger internal controls we now have in place.

    A more efficient (and satisfied) payroll department

    Eliminating redundant data entry and working with data instead of paper has allowed us to reduce staffing by two full-time equivalents–not through layoffs, but through attrition. And because they have a system that is handling data entry for them, our payroll department has more time to give quality to their work, and feel they are working at a level more aligned to their skills.

    Finding efficiencies in your district

    While Jurupa Unified has found efficiencies and savings in these specific areas, every school district is different. As many California district leaders like to say, we have 1,139 school districts –and just as many ways of doing things. With that in mind, there are some steps to the process of moving from paper to online systems (or using online systems more efficiently) that apply universally.

    1. Sit down and identify your objectives. What are the critical components that you must have? 
    2. Make the decision to make or buy. When COVID first hit, Jurupa Unified created its own invoice-routing system through SharePoint. We’ve also built an excursion request process in PowerApps that handles travel, conferences, and field trips. As our county office found out, though, when you’re bringing a number of functionalities together, it can make more sense to work with a vendor you trust.
    3. If you choose to buy software, be certain that it can do precisely what you need it to. If a vendor says they can develop a functionality along the way, ask to see the new feature before you buy.
    4. Be certain the vendor will be responsive. When it comes to a function such as payroll, you’re dealing with people’s livelihoods, and you need to know that if there’s something wrong with the system, or if you need help, that help is just a phone call away.

    Putting in a new payroll management system has made an enormous difference for our district, but it’s not the end of our cost-cutting process. We’re always looking at our different programs to see where we can cut back in ways that don’t impact the classroom. Ultimately, these changes are about ensuring that resources stay focused where they matter most. While budgets fluctuate and funding streams remain unpredictable, my team and I come to work every day because we believe in public education. I’m a product of public education myself, and I love waking up every day knowing that I can come back and support today’s students and teachers.

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    Jacqueline Benson, Jurupa Unified School District

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  • 4 ways AI can make your PD more effective

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    Key points:

    If you lead professional learning, whether as a school leader or PD facilitator, your goal is to make each session relevant, engaging, and lasting. AI can help you get there by streamlining prep, differentiating for diverse learners, combining follow-ups with accessibility for absentees, and turning feedback into actionable improvements.

    1. Streamline prep

    Preparing PD can take hours as you move between drafting agendas, building slides, writing handouts, and finding the right examples. For many facilitators, the preparation phase becomes a race against time, leaving less room for creativity and interaction. The challenge is not only to create materials, but to design them so they are relevant to the audience and aligned with clear learning goals.

    AI can help by taking the raw information you provide–your session objectives, focus area, and audience details–and producing a solid first draft of your session materials. This may include a structured agenda, a concise session description, refined learning objectives, a curated resource list, and even a presentation deck with placeholder slides and talking points. Instead of starting from scratch, you begin with a framework that you can adapt for tone, style, and participant needs.

    AI quick start:

    • Fine-tune your PD session objectives or description so they align with learning goals and audience needs.
    • Design engaging PD slides that support active learning and discussion.
    • Create custom visuals to illustrate key concepts and examples for your PD session.

    2. Differentiate adult learning

    Educators bring different levels of expertise, roles, and learning preferences to PD. AI can go beyond sorting participants into groups; it can analyze pre-session survey data to identify common challenges, preferred formats, and specific areas of curiosity. With this insight, you can design activities that meet everyone’s needs while keeping the group moving forward together.

    For instance, an AI analysis of survey results might reveal that one group wants practical, ready-to-use classroom strategies while another is interested in deepening their understanding of instructional frameworks. You can then create choice-based sessions or breakout activities that address both needs, allowing participants to select the format that works best for them. This targeted approach makes PD more relevant and increases engagement because participants see their own goals reflected in the design.

    AI quick start:

    • Create a pre-session survey form to collect participant goals, roles, and preferences.
    • Analyze survey responses qualitatively to identify trends or themes.
    • Develop differentiated activities and resources for each participant group.

    3. Make PD accessible for those who miss it

    Even the most engaging PD can lose its impact without reinforcement, and some participants will inevitably miss the live session. Illness, scheduling conflicts, and urgent school needs happen. Without intentional follow-up, these absences can create gaps in knowledge and skills that affect team performance.

    AI can help close these gaps by turning your agenda, notes, or recordings into follow-up materials that recap key ideas, highlight next steps, and provide easy access to resources. This ensures that all educators, regardless of whether they attended, can engage with the same content and apply it in their work.

    Imagine hosting a PD session on integrating literacy strategies across the curriculum. Several teachers cannot attend due to testing responsibilities. By using AI to transcribe the recording, produce a well-organized summary, and embed links to articles and templates, you give absent staff members a clear path to catch up. You can also create a short bridge-to-practice activity that both attendees and absentees complete, so everyone comes to the next session prepared.

    This approach not only supports ongoing learning but also reinforces a culture of equity in professional development, where everyone has access to the same high-quality materials and expectations. Over time, storing these AI-generated summaries and resources in a shared space can create an accessible PD archive that benefits the entire organization.

    AI quick start:

    • Transcribe your PD session recording for a complete text record.
    • Summarize the content into a clear, concise recap with next steps.
    • Integrate links to resources and bridge-to-practice activities so all participants can act on the learning.

    4. Turn participant feedback into action

    Open-ended survey responses are valuable, but analyzing them can be time-consuming. AI can code and group feedback so you can quickly identify trends and make informed changes before your next session.

    For example, AI might cluster dozens of survey comments into themes such as “more classroom examples,” “more time for practice,” or “deeper technology integration.” Instead of reading through each comment manually, you receive a concise report that highlights key priorities. You can then use this information to adjust your content, pacing, or format to better meet participants’ needs.

    By integrating this kind of rapid analysis into your PD process, you create a feedback loop that keeps your sessions evolving and responsive. Over time, this builds trust among participants, who see that their input is valued and acted upon.

    AI quick start:

    • Compile and organize participant feedback into a single dataset.
    • Categorize comments into clear, actionable themes.
    • Summarize insights to highlight priority areas for improvement.

    Final word

    AI will not replace your skill as a facilitator, but it can strengthen the entire PD cycle from planning and delivery to post-session coaching, accessibility, and data analysis. By taking on repetitive, time-intensive tasks, AI allows you to focus on creating experiences that are engaging, relevant, and equitable.

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    Andy Szeto, Ed.D, Professor and District Administrator

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  • Rethinking icebreakers in professional learning

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    Key points:

    I was once asked during an icebreaker in a professional learning session to share a story about my last name. What I thought would be a light moment quickly became emotional. My grandfather borrowed another name to come to America, but his attempt was not successful, and yet our family remained with it. Being asked to share that story on the spot caught me off guard. It was personal, it was heavy, and it was rushed into the open by an activity intended to be lighthearted.

    That highlights the problem with many icebreakers. Facilitators often ask for vulnerability without context, pushing people into performances disconnected from the session’s purpose. For some educators, especially those from historically marginalized backgrounds, being asked to disclose personal details without trust can feel unsafe. I have both delivered and received professional learning where icebreakers were the first order of business, and they often felt irrelevant. I have had to supply “fun facts” I had not thought about in years or invent something just to move the activity along.

    And inevitably, somewhere later in the day, the facilitator says, “We are running out of time” or “We do not have time to discuss this in depth.” The irony is sharp: Meaningful discussion gets cut short while minutes were spent on activities that added little value.

    Why icebreakers persist

    Why do icebreakers persist despite their limitations? Part of it is tradition. They are familiar, and many facilitators replicate what they have experienced in their own professional learning. Another reason is belief in their power to foster collaboration or energize a room. Research suggests there is some basis for this. Chlup and Collins (2010) found that icebreakers and “re-energizers” can, when used thoughtfully, improve motivation, encourage interaction, and create a sense of safety for adult learners. These potential benefits help explain why facilitators continue to use them.

    But the promise is rarely matched by practice. Too often, icebreakers are poorly designed fillers, disconnected from learning goals, or stretched too long, leaving participants disengaged rather than energized.

    The costs of misuse

    Even outside education, icebreakers have a negative reputation. As Kirsch (2025) noted in The New York Times, many professionals “hate them,” questioning their relevance and treating them with suspicion. Leaders in other fields rarely tolerate activities that feel disconnected from their core work, and teachers should not be expected to, either.

    Research on professional development supports this skepticism. Guskey (2003) found that professional learning only matters when it is carefully structured and purposefully directed. Simply gathering people together does not guarantee effectiveness. The most valued feature of professional development is deepening educators’ content and pedagogical knowledge in ways that improve student learning–something icebreakers rarely achieve.

    School leaders are also raising the same concerns. Jared Lamb, head of BASIS Baton Rouge Mattera Charter School in Louisiana and known for his viral leadership videos on social media, argues that principals and teachers have better uses of their time. “We do not ask surgeons to play two truths and a lie before surgery,” he remarked, “so why subject our educators to the same?” His critique may sound extreme, but it reflects a broader frustration with how professional learning time is spent.

    I would not go that far. While I agree with Lamb that educators’ time must be honored, the solution is not to eliminate icebreakers entirely, but to plan them with intention. When designed thoughtfully, they can help establish norms, foster trust, and build connection. The key is ensuring they are tied to the goals of the session and respect the professionalism of participants.

    Toward more authentic connection

    The most effective way to build community in professional learning is through purposeful engagement. Facilitators can co-create norms, clarify shared goals, or invite participants to reflect on meaningful moments from their teaching or leadership journeys. Aguilar (2022), in Arise, reminds us that authentic connections and peer groups sustain teachers far more effectively than manufactured activities. Professional trust grows not from gimmicks but from structures that honor educators’ humanity and expertise.

    Practical alternatives to icebreakers include:

    • Norm setting with purpose: Co-create group norms or commitments that establish shared expectations and respect.
    • Instructional entry points: Use a short analysis of student work, a case study, or a data snapshot to ground the session in instructional practice immediately.
    • Structured reflection: Invite participants to share a meaningful moment from their teaching or leadership journey using protocols like the Four A’s. These provide choice and safety while deepening professional dialogue.
    • Collaborative problem-solving: Begin with a design challenge or pressing instructional issue that requires participants to work together immediately.

    These approaches avoid the pitfalls of forced vulnerability. They also account for equity by ensuring participation is based on professional engagement, not personal disclosures.

    Closing reflections

    Professional learning should honor educators’ time and expertise. Under the right conditions, icebreakers can enhance learning, but more often, they create discomfort, waste minutes, and fail to build trust.

    I still remember being asked to tell my last name story. What emerged was a family history rooted in migration, struggle, and survival, not a “fun fact.” That moment reminds me: when we ask educators to share, we must do so with care, with planning, and with purpose.

    If we model superficial activities for teachers, we risk signaling that superficial activities are acceptable for students. School leaders and facilitators must design professional learning that is purposeful, respectful, and relevant. When every activity ties to practice and trust, participants leave not only connected but also better equipped to serve their students. That is the kind of professional learning worth everyone’s time.

    References

    Aguilar, E. (2022). Arise: The art of transformative leadership in schools. Jossey-Bass.

    Chlup, D. T., & Collins, T. E. (2010). Breaking the ice: Using ice-breakers and re-energizers with adult learners. Adult Learning, 21(3–4), 34–39. https://doi.org/10.1177/104515951002100305

    Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 48(10), 748–750.

    Kirsch, M. (2025, March 29). Breaking through. The New York Times. https://www.nytimes.com/2025/03/29/briefing/breaking-through.html

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    Andy Szeto, Ed.D, Professor and District Administrator

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  • From silos to systems: The digital advantage in schools 

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    Key points:

    When I first stepped into my role overseeing student data for the Campbell County School District, it was clear we were working against a system that no longer served us.

    At the time, we were using an outdated platform riddled with data silos and manual processes. Creating school calendars and managing student records meant starting from scratch every year. Grade management was clunky, time-consuming, and far from efficient. We knew we needed more than a patchwork fix–we needed a unified student information system that could scale with our district’s needs and adapt to evolving state-level compliance requirements. 

    Over the past several years, we have made a full transition to digitizing our most critical student services, and the impact has been transformational. As districts across the country navigate growing compliance demands and increasingly complex student needs, the case for going digital has never been stronger. We now operate with greater consistency, transparency, and equity across all 12 of our schools. 

    Here are four ways this shift has improved how we support students–and why I believe it is a step every district should consider:

    How centralized student data improves support across K-12 schools

    One of the most powerful benefits of digitizing critical student services is the ability to centralize data and ensure seamless support across campuses. In our district, this has been a game-changer–especially for students who move between schools. Before digitization, transferring student records meant tracking down paper files, making copies, and hoping nothing was lost in the shuffle. It was inefficient and risky, especially for students who required health interventions or academic support. 

    Now, every plan, history, and record lives in a single, secure system that follows the student wherever they go. Whether a student changes schools mid-year or needs immediate care from a nurse at a new campus, that information is accessible in real-time. This level of continuity has improved both our efficiency and the quality of support we provide. For districts serving mobile or vulnerable populations, centralized digital systems aren’t just convenient–they’re essential.

    Building digital workflows for student health, attendance, and graduation readiness

    Digitizing student services also enables districts to create customized digital workflows that significantly enhance responsiveness and efficiency. In Campbell County, we have built tools tailored to our most urgent needs–from health care to attendance to graduation readiness. One of our most impactful changes was developing unified, digital Individualized Health Plans (IHPs) for school nurses. Now, care plans are easily accessible across campuses, with alerts built right into student records, enabling timely interventions for chronic conditions like diabetes or asthma. We also created a digital Attendance Intervention Management (AIM) tool that tracks intervention tiers, stores contracts and communications, and helps social workers and truancy officers make informed decisions quickly. 

    These tools don’t just check boxes–they help us act faster, reduce staff workload, and ensure no student falls through the cracks.

    Digitization supports equitable and proactive student services

    By moving our student services to digital platforms, we have become far more proactive in how we support students–leading to a significant impact on equity across our district. With digital dashboards, alerts, and real-time data, educators and support staff can identify students who may be at risk academically, socially, or emotionally before the situation becomes critical. 

    These tools ensure that no matter which school a student attends–or how often they move between schools–they receive the same level of timely, informed support. By shifting from a reactive to a proactive model, digitization has helped us reduce disparities, catch issues early, and make sure that every student gets what they need to thrive. That’s not just good data management–it’s a more equitable way to serve kids.

    Why digital student services scale better than outdated platforms

    One of the most important advantages of digitizing critical student services is building a system that can grow and evolve with the district’s needs. Unlike outdated platforms that require costly and time-consuming overhauls, flexible digital systems are designed to adapt as demands change. Whether it’s integrating new tools to support remote learning, responding to updated state compliance requirements, or expanding services to meet a growing student population, a digitized infrastructure provides the scalability districts need. 

    This future-proofing means districts aren’t locked into rigid processes but can customize workflows and add modules without disrupting day-to-day operations. For districts like ours, this adaptability reduces long-term costs and supports continuous improvement. It ensures that as challenges evolve–whether demographic shifts, policy changes, or new educational priorities–our technology remains a reliable foundation that empowers educators and administrators to meet the moment without missing a beat.

    Digitizing critical student services is more than a technical upgrade–it’s a commitment to equity, efficiency, and future readiness. By centralizing data, customizing workflows, enabling proactive support, and building scalable systems, districts can better serve every student today and adapt to whatever challenges tomorrow may bring.

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    Sara Douglas, Campbell County Schools

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  • Truth vs. risk management: How to move forward

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    Key points:

    In the world of K-12 education, teachers are constantly making decisions that affect their students and families. In contrast, administrators are tasked with something even bigger: making decisions that also involve adults (parents, staff culture, etc.) and preventing conflicts from spiraling into formal complaints or legal issues. Therefore, decisions and actions often have to balance two competing values: truth and risk management.

    Some individuals, such as teachers, are very truth-oriented. They document interactions, clarify misunderstandings, and push for accuracy, recognizing that a single misrepresentation can erode trust with families, damage credibility in front of students, or most importantly, remove them from the good graces of administrators they respect and admire. Truth is not an abstract concept–it is paramount to professionalism and reputation. If a student states that they are earning a low grade because “the teacher doesn’t like me,” the teacher will go through their grade-book. If a parent claims that a teacher did not address an incident in the classroom, the teacher may respond by clarifying the inaccuracy via summarizing documentation of student statements, anecdotal evidence of student conversations, reflective activities, etc.

    De-escalation and appeasement

    In contrast, administrators are tasked with something even bigger. They have to view scenarios from the lens of risk management. Their role requires them to deescalate and appease. Administrators must protect the school’s reputation and prevent conflicts or disagreements from spiraling into formal complaints or legal issues. Through that lens, the truth sometimes takes a back seat to ostensibly achieve a quick resolution.

    When a house catches on fire, firefighters point the hose, put out the flames, and move on to their next emergency. They don’t care if the kitchen was recently remodeled; they don’t have the time or desire to figure out a plan to put out the fire by aiming at just the living room, bedrooms, and bathrooms. Administrators can be the same way–they just want the proverbial “fire” contained. They do not care about their employees’ feelings; they just care about smooth sailing and usually softly characterize matters as misunderstandings.

    To a classroom teacher who has carefully documented the truth, this injustice can feel like a bow tied around a bag of garbage. Administrators usually err on the side of appeasing the irrational, volatile, and dangerous employee, which risks the calmer employee feeling like they were overlooked because they are “weaker.” In reality, their integrity, professionalism, and level-headedness lead administrators to trust the employee will do right, know better, maintain appropriate decorum, rise above, and not foolishly escalate. This notion aligns to the scripture “To whom much is given, much is required” (Luke 12:48). Those with great abilities are judged at a higher bar.

    In essence, administrators do not care about feelings, because they have a job to do. The employee with higher integrity is not the easier target but is easier to redirect because they are the safer, principled, and ethical employee. This is not a weakness but a strength in the eyes of the administration and that is what they prefer (albeit the employee may be dismissed, confused, and their feelings may be hurt, but that is not the administration’s focus at all).

    Finding common ground

    Neither perspective (truth or risk management) is wrong. Risk management matters. Without it, schools would be replete with endless investigations and finger-pointing. Although, when risk management consistently overrides truth, the system teaches teachers that appearances matter more than accountability, which does not meet the needs of validation and can thus truly hurt on a personal level. However, in the work environment, finding common ground and moving forward is more important than finger-pointing because the priority has to be the children having an optimal learning environment.

    We must balance the two. Perhaps, administrators should communicate openly, privately, and directly to educators who may not always understand the “game.” Support and transparency are beneficial. Explaining the “why” behind a decision can go a long way in building staff trust, morale, and intelligence. Further, when teachers feel supported in their honesty, they are less likely to disengage because transparency, accuracy, and an explanation of risk management can actually prevent fires from igniting in the first place. Additionally, teachers and administrators should explore conflict resolution strategies that honor truth while still mitigating risk. This can assist in modelling for students what it means to live with integrity in complex situations. Kids deserve nothing less.

    Lastly, teachers need to be empathetic to the demands on their administrators. “If someone falls into sin, forgivingly restore him, saving your critical comments for yourself. You might be needing forgiveness before the day’s out. Stoop down and reach out to those who are oppressed. Share their burdens, and so complete Christ’s law. If you think you are too good for that, you are badly deceived” (Galatians 6:1-3). This scripture means that teachers should focus less on criticizing or “keeping score” (irrespective of the truth and the facts, and even if false-facts are generated to manage risk), but should work collaboratively while also remembering and recognizing that our colleagues (and even administrators) can benefit from the simple support of our grace and understanding. Newer colleagues and administrators are often in survival mode.

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    Dr. Yuvraj Verma, Bessemer City Middle School and William Howard Taft University

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  • Funding technology initiatives in uncertain times

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    Key points:

    Recent policy shifts have caused significant uncertainty in K-12 education funding, especially for technology initiatives. It’s no longer business as usual. Schools can’t rely on the same federal operating funds they’ve traditionally used to purchase technology or support innovation. This unpredictability has pushed school districts to explore creative, nontraditional ways to fund technology initiatives. To succeed, it’s important to understand how to approach these funding opportunities strategically.

    How to find funding

    Despite the challenges, there are still many grants available to support education initiatives and technology projects. Start with an online search using key terms related to your project–for example, “virtual reality,” “virtual field trips,” or “career and technical education.”

    Explore national organizations like the Bill & Melinda Gates Foundation or Project Tomorrow and consider potential local funding sources. Local organizations such as Rotary or Kiwanis clubs can be powerful allies in helping to fund projects. The local library and city or county government may also offer grants or partnership opportunities. Schools should also reach out to locally-headquartered businesses, many of which have community outreach or corporate social responsibility goals that align with supporting local education.

    Colleges and universities are another valuable resource. They may be conducting research that aligns with your school’s technology project. Building relationships with these institutions and organizations can put your school “in the right place at the right time” when new funding opportunities arise.

    Strategies to win the grant

    Once potential funding sources are identified, the next step is crafting a compelling proposal. Consider the following strategies to strengthen your application.

    1. Focus on the “how and why,” not just the “what.” If your school is seeking funds to buy hardware, don’t simply say, “Here’s what we want to buy.” Instead, frame it as, “Here’s how this project will improve student learning and why it matters.” Funders want to see the impact their support will have on outcomes. The more clearly a proposal connects technology to learning gains, the stronger it will be.

    2. Highlight the research. Use evidence to validate your project’s value. For example, if a school plans to purchase virtual reality headsets, cite studies showing that VR improves knowledge retention, engagement, and comprehension compared to traditional instruction. Demonstrating that the technology is research-backed helps funders feel confident in their investment.

    3. Paint a picture. Bring the project to life. Describe what students will experience and how they’ll benefit. For example: “When students put on the headset, they aren’t just reading about ancient civilizations, they’re walking through them.” Vivid descriptions help reviewers visualize the impact and believe in your vision.

    Eight questions to consider when applying for a grant

    Use these guiding questions to sharpen your proposal and ensure a strong foundation for implementation and long-term success.

    1. What is the goal? Clearly define what students will be able to do as a result of the project. Use action-orientated language: “Students will be able to…”
    2. Is the technology effective? Support your proposal with evidence such as whitepapers, case studies, or research that can demonstrate proven impact.
    3. How will the technology impact these specific students? Emphasize what makes your school or district unique, whether it’s serving a rural, urban, or high-poverty community and how this technology addresses those specific needs.
    4. What is the scope of the application? Specify whether the project involves elementary school, secondary school, or a specific subject or program like a STEM lab.
    5. How will success be measured? Too often schools reach the end of a project without a plan to track results. Plan your evaluation from the start. Track key metrics such as attendance, disciplinary data, academic performance, or engagement surveys, both before and after implementation to demonstrate results.
    6. What are your budgetary needs? Include all associated costs, including professional development and substitute coverage for teacher training.
    7. What happens after the grant is over? If you plan to use the technology for multiple years, apply for a multi-year grant rather than assuming future funding will appear. Sustainability is key.
    8. How will success be celebrated and communicated to stakeholders? Share results with the community and stakeholders. Host events recognizing teachers, students, and partners. Invite local media and highlight your funding partners–they’re not just donors, but partners in student success.

    Moving forward with confidence

    Education funding will likely remain uncertain in the years ahead. However, by being intentional about where to look for funds, how to frame proposals, and how to measure and share impact, schools can continue to implement innovative technology initiatives that elevate teaching and learning.

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    Gillian Rhodes, Avantis Education

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  • The superintendent survival kit: Transparency and truth in communications

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    Key points:

    Dear Superintendent,

    Your job now requires a new level of transparency that you are reluctant to provide. This media crisis will burn for several more days if we sit silent. We are in a true leadership moment and I need you to listen to your communications expert. I can make your job easier and more successful.

    Signed,

    Your Communications Director

    As superintendents come under more political fire and frequent negative news stories about their school districts circulate, it is easy to see where the instinct to not comment and just focus on the work might kick in. However, the path forward requires a new level of transparency and truth-telling in communications. In fact, the work requires you to get out in front so that your teachers and staff can focus on their work.

    I recently spoke with a school district facing multiple PR crises. The superintendent was reluctant to address the issues publicly, preferring one-on-one meetings with parents over engaging with the media or holding town hall-style parent meetings. But when serious allegations of employee misconduct and the resulting community concerns arise, it’s crucial for superintendents to step forward and take control of the narrative.

    While the details of ongoing human resources or police investigations cannot be discussed, it’s vital to inform the community about actions being taken to prevent future incidents, the safeguards being implemented, and your unwavering commitment to student and staff safety. All of that is far more reassuring than the media reporting, “The district was not available for comment,” “The district cannot comment due to an ongoing investigation,” or even worse, the dreaded, “The school district said it has no comment.”

    Building trust with proactive communication

    A district statement or email doesn’t carry the same weight as a media interview or an in-house video message sent directly to community members. True leadership means standing up and accepting the difficult interviews, answering the tough questions, and conveying with authentic emotion that these incidents are unacceptable. What a community needs to hear is the “why” behind a decision so that trust is built, even if that decision is to hold back on key information. A lack of public statement can be perceived as indifference or a leadership void, which can quickly threaten a superintendent’s career.

    Superintendents should always engage with the media during true leadership moments, such as district-wide safety issues, school board meetings, or when the public needs reassurance. “Who Speaks For Your Brand?” looks at a survey of 1,600 school staff who resoundingly stated that the superintendent is the primary person responsible for promoting and defending a school district’s brand. A majority of the superintendents surveyed agreed as well. Promoting and defending the district’s brand includes the negative–but also the positive–opportunities like the first day of school, graduation, school and district grade releases, and district awards.

    However, not every media request requires the superintendent’s direct involvement. If it doesn’t rise to the severity level worthy of the superintendent’s office, an interview with a department head or communications chief is a better option. The superintendent interview is reserved for the stories we decide require it, not just because a reporter asks for it.  Reporters ask for you far more than your communications chief ever tells you.

    It is essential to communicate directly and regularly with parents through video and email using your district’s mass communication tools. You control the message you want to deliver, and you don’t have to rely on the media getting it right.  This is an amazing opportunity to humanize the office.  Infuse your video scripts with more personality and emotion to connect on a personal level with your community. It is far harder to attack the person than the office. Proactive communications help build trust for when you need it later.

    I have had superintendents tell me that they prefer to make their comments at school board meetings. School board meeting comments are often insufficient, as analytics often indicate low viewership for school board meeting live streams or recordings.  In my experience, a message sent to parents through district alert channels far outperforms the YouTube views of school board meetings.

    Humanizing the superintendent’s role

    Superintendents should maintain a consistent communications presence via social media, newsletters, the website, and so on to demonstrate their engagement within schools. Short videos featuring interactions with staff and students create powerful engagement opportunities. Develop content to create touch points that celebrate the contributions of nurses, teachers, and bus drivers, especially on their national days of recognition. These proactive moments of engagement show the community that positive moments happen hourly, daily, and weekly within your schools.

    If you are not comfortable posting your own content, have your communications team ghostwrite posts for you. You never want a community member asking, “What does the superintendent do all day? We never see them.” If you are posting content from all of the school visits and community meetings you attend, that accusation can never be made again. You now have social proof of your engagement efforts and evidence for your annual contract review.

    Effective communication is a superintendent’s superpower. Those who can connect authentically and show their personality can truly shine. Many superintendents mistakenly believe that hard work alone will speak for itself, but in today’s politically charged landscape, a certain amount of “campaigning” is necessary while in office. We all know the job of the superintendent has never been harder, tenure has never been shorter, and the chance of being fired is higher than ever.

    Embrace the opportunity to engage and showcase the great things happening in your district. It’s worth promoting positive and proactive communications so that you’re a seasoned pro when the challenging moments come. There might just be less of them if you get ahead.

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    Greg Turchetta, Apptegy

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  • Phones, devices, and the limits of control: Rethinking school device policies

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    Key points:

    By now, it’s no secret that phones are a problem in classrooms. A growing body of research and an even louder chorus of educators point to the same conclusion: students are distracted, they’re disengaged, and their learning is suffering. What’s less clear is how to solve this issue. 

    Of late, school districts across the country are drawing firmer lines. From Portland, Maine to Conroe, Texas and Springdale, Arkansas, administrators are implementing “bell-to-bell” phone bans, prohibiting access from the first bell to the last. Many are turning to physical tools like pouches and smart lockers, which lock away devices for the duration of the day, to enforce these rules. The logic is straightforward: take the phones away, and you eliminate the distraction.

    In many ways, it works. Schools report fewer behavioral issues, more focused classrooms, and an overall sense of calm returning to hallways once buzzing with digital noise. But as these policies scale, the limitations are becoming more apparent.

    But students, as always, find ways around the rules. They’ll bring second phones to school or slip their device in undetected–and more. Teachers, already stretched thin, are now tasked with enforcement, turning minor infractions into disciplinary incidents. 

    Some parents and students are also pushing back, arguing that all-day bans are too rigid, especially when phones serve as lifelines for communication, medical needs, or even digital learning. In Middletown, Connecticut, students reportedly became emotional just days after a new ban took effect, citing the abrupt change in routine and lack of trust.

    The bigger question is this: Are we trying to eliminate phones, or are we trying to teach responsible use?

    That distinction matters. While it’s clear that phone misuse is widespread and the intent behind bans is to restore focus and reduce anxiety, blanket prohibitions risk sending the wrong message. Instead of fostering digital maturity, they can suggest that young people are incapable of self-regulation. And in doing so, they may sidestep an important opportunity: using school as a place to practice responsible tech habits, not just prohibit them.

    This is especially critical given the scope of the problem. A recent study by Fluid Focus found that students spend five to six hours a day on their phones during school hours. Two-thirds said it had a negative impact on their academic performance. According to the National Center for Education Statistics, 77 percent of school leaders believe phones hurt learning. The data is hard to ignore.

    But managing distraction isn’t just about removal. It’s also about design. Schools that treat device policy as an infrastructure issue, rather than a disciplinary one, are beginning to implement more structured approaches. 

    Some are turning to smart locker systems that provide centralized, secure phone storage while offering greater flexibility: configurable access windows, charging capabilities, and even low admin options to help keep teachers teaching. These systems don’t “solve” the phone problem, but they do help schools move beyond the extremes of all-or-nothing.

    And let’s not forget equity. Not all students come to school with the same tech, support systems, or charging access. A punitive model that assumes all students have smartphones (or can afford to lose access to them) risks deepening existing divides. Structured storage systems can help level the playing field, offering secure and consistent access to tech tools without relying on personal privilege or penalizing students for systemic gaps.

    That said, infrastructure alone isn’t the answer. Any solution needs to be accompanied by clear communication, transparent expectations, and intentional alignment with school culture. Schools must engage students, parents, and teachers in conversations about what responsible phone use actually looks like and must be willing to revise policies based on feedback. Too often, well-meaning bans are rolled out with minimal explanation, creating confusion and resistance that undermine their effectiveness.

    Nor should we idealize “focus” as the only metric of success. Mental health, autonomy, connection, and trust all play a role in creating school environments where students thrive. If students feel overly surveilled or infantilized, they’re unlikely to engage meaningfully with the values behind the policy. The goal should not be control for its own sake, it should be cultivating habits that carry into life beyond the classroom.

    The ubiquity of smartphones is undeniable. While phones are here to stay, the classroom represents one of the few environments where young people can learn how to use them wisely, or not at all. That makes schools not just sites of instruction, but laboratories for digital maturity.

    The danger isn’t that we’ll do too little. It’s that we’ll settle for solutions that are too simplistic or too focused on optics, instead of focusing  not on outcomes.

    We need more than bans. We need balance. That means moving past reactionary policies and toward systems that respect both the realities of modern life and the capacity of young people to grow. It means crafting strategies that support teachers without overburdening them, that protect focus without sacrificing fairness, and that reflect not just what we’re trying to prevent, but what we hope to build.

    The real goal shouldn’t be to simply get phones out of kids’ hands. It should be to help them learn when to put them down on their own.

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    Emily Smith, HonestWaves

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  • Beyond AI: Human connection still drives school attendance

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    Key points:

    At ISTE this summer, I lost count of how many times I heard “AI” as the answer to every educational challenge imaginable. Student engagement? AI-powered personalization! Teacher burnout? AI lesson planning! Parent communication? AI-generated newsletters! Chronic absenteeism? AI predictive models! But after moderating a panel on improving the high school experience, which focused squarely on human-centered approaches, one district administrator approached us with gratitude: “Thank you for NOT saying AI is the solution.”

    That moment crystallized something important that’s getting lost in our rush toward technological fixes: While we’re automating attendance tracking and building predictive models, we’re missing the fundamental truth that showing up to school is a human decision driven by authentic relationships.

    The real problem: Students going through the motions

    The scope of student disengagement is staggering. Challenge Success, affiliated with Stanford’s Graduate School of Education, analyzed data from over 270,000 high school students across 13 years and found that only 13 percent are fully engaged in their learning. Meanwhile, 45 percent are what researchers call “doing school,” going through the motions behaviorally but finding little joy or meaning in their education.

    This isn’t a post-pandemic problem–it’s been consistent for over a decade. And it directly connects to attendance issues. The California Safe and Supportive Schools initiative has identified school connectedness as fundamental to attendance. When high schoolers have even one strong connection with a teacher or staff member who understands their life beyond academics, attendance improves dramatically.

    The districts that are addressing this are using data to enable more meaningful adult connections, not just adding more tech. One California district saw 32 percent of at-risk students improve attendance after implementing targeted, relationship-based outreach. The key isn’t automated messages, but using data to help educators identify disengaged students early and reach out with genuine support.

    This isn’t to discount the impact of technology. AI tools can make project-based learning incredibly meaningful and exciting, exactly the kind of authentic engagement that might tempt chronically absent high schoolers to return. But AI works best when it amplifies personal bonds, not seeks to replace them.

    Mapping student connections

    Instead of starting with AI, start with relationship mapping. Harvard’s Making Caring Common project emphasizes that “there may be nothing more important in a child’s life than a positive and trusting relationship with a caring adult.” Rather than leave these connections to chance, relationship mapping helps districts systematically identify which students lack that crucial adult bond at school.

    The process is straightforward: Staff identify students who don’t have positive relationships with any school adults, then volunteers commit to building stronger connections with those students throughout the year. This combines the best of both worlds: Technology provides the insights about who needs support, and authentic relationships provide the motivation to show up.

    True school-family partnerships to combat chronic absenteeism need structures that prioritize student consent and agency, provide scaffolding for underrepresented students, and feature a wide range of experiences. It requires seeing students as whole people with complex lives, not just data points in an attendance algorithm.

    The choice ahead

    As we head into another school year, we face a choice. We can continue chasing the shiny startups, building ever more sophisticated systems to track and predict student disengagement. Or we can remember that attendance is ultimately about whether a young person feels connected to something meaningful at school.

    The most effective districts aren’t choosing between high-tech and high-touch–they’re using technology to enable more meaningful personal connections. They’re using AI to identify students who need support, then deploying caring adults to provide it. They’re automating the logistics so teachers can focus on relationships.

    That ISTE administrator was right to be grateful for a non-AI solution. Because while artificial intelligence can optimize many things, it can’t replace the fundamental human need to belong, to feel seen, and to believe that showing up matters.

    The solution to chronic absenteeism is in our relationships, not our servers. It’s time we started measuring and investing in both.

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    Dr. Kara Stern, SchoolStatus

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  • Preventing harm by connecting the dots in school safety

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    Key points:

    Swatting–false reports of school violence intended to trigger a police response–continues to increase across the country. During the 2022–2023 school year, nearly 64 percent of reported violent incidents in K–12 schools were linked to swatting. That’s over 440 incidents in one year–a more than 500 percent jump from just four years prior.

    Each call pulls officers from genuine emergencies, disrupts classrooms, and leaves students and staff shaken. While emergency protocols are essential, when swatting becomes routine, it’s clear that response plans alone won’t solve the problem.

    Unpacking the early signals

    Swatting rarely emerges out of thin air. It’s often the final act following a series of compounding behaviors, such as:

    • Online harassment
    • Peer conflicts
    • Risky social media challenges
    • Unaddressed behavioral concerns

    These warning signs exist, but are typically scattered across multiple school departments.

    Counselors might log escalating incidents. Teachers may notice changes in student behavior, and school resource officers (SROs) might track repeated visits involving the same individuals. Without a unified way to connect these observations, critical warning signs go unnoticed.

    Operationalizing early intervention

    Districts are reimagining how they capture and coordinate behavioral data. The goal isn’t surveillance or punitive action. It’s about empowering the right people with the right context to align and intervene early.

    When schools shift from viewing incidents in isolation to seeing behavior patterns in context, they are better positioned to act before concerns escalate. This can mean initiating mental health referrals, alerting safety teams, or involving families and law enforcement partners at the appropriate moment with comprehensive information.

    Technology that enables teams

    The process requires tools that support secure, centralized documentation and streamline communication across counselors, administrators, safety staff, and other stakeholders. These systems don’t replace human judgment, but create conditions for clearer decisions and more timely coordination.

    Swatting is just one example of how fragmented behavioral data can contribute to high-risk outcomes. Other incidents, such as escalating bullying, persistent mental health concerns, or anonymous threats often follow recognizable patterns that emerge over time. When schools use a centralized system to document and track these behaviors across departments, they can identify those patterns earlier. This kind of structured coordination supports proactive interventions, helping prevent larger issues before they unfold and reinforcing a culture of safety and awareness.

    Consider Washington State, where swatting affected more than 18,000 students last year, costing schools over $270,000 in lost instructional time. These figures illustrate the operational and human costs when coordination breaks down.

    Reducing risk, not just reacting to it

    Swatting is a symptom of a larger issue. Building safer schools means moving upstream from reactive emergency response to proactive coordination. It requires shared insight across teams, strengthened behavioral threat assessment protocols, and the right supports in place well before crisis calls occur.

    Early intervention isn’t about adding complexity. It’s about reducing risk, improving situational clarity, and equipping school communities to act with confidence–not simply responding when harm is imminent.

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    Amanda Lewis, Versaterm

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  • PRP Group and K20 Connect Partner to Offer Full Suite of Communications Solutions

    PRP Group and K20 Connect Partner to Offer Full Suite of Communications Solutions

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    Los Angeles, CA – PRP Group, a Hawke Media Company, and K20 Connect announced a strategic partnership to provide a comprehensive range of communication solutions aimed attackling challenges faced by educational institutions. This collaboration will address critical issues such as increasing enrollment, reducing chronic absenteeism rates, and enhancing efforts in teacher recruitment.

    By combining PRP Group’s award-winning expertise in public relations and marketing for the education sector with K20 Connect’s senior-level educational leadership and communications strategies, the partnership offers a full suite of services designed to improve educational outcomes.

    “The challenges that school districts face today—ranging from declining enrollment due to school choice and the expiration of ESSER funding—require new, strategic approaches to district communications,” said Jacob Hanson, Managing Director, PRP Group. “This partnership allows us to identify opportunities for improvement and exploration and provide guidance to leadership as they assess and refine their overarching communications strategy to empower their brand, share their message, and strengthen their community as they work to boost enrollment, reduce absenteeism and improve teacher recruitment.”

    At the heart of this partnership is the Strategic Communications Benchmark Assessment, which empowers districts to evaluate and refine their brand, messaging, and overall communication strategies. Additional services include education strategy, governance, executive coaching, and education marketing. PRP Group delivers comprehensive support through PR strategy and content, crisis communications, media relationsand media coaching—each tailored to guide clients through the unique challenges of the education sector.

    “In an era when educational institutions are facing unprecedented challenges, our partnership with PRP Group is not just timely – it is essential,” said Dr. Kecia Ray, Founder and CEO of K20 Connect. “By harnessing innovative communication strategies, we are empowering schools to engage their communities, boost enrollment, and attract top teaching talent, ultimately ensuring every student has access to a quality education.”

    Addressing Key Challenges for School Districts

    For District Leadership:

    School districts are facing declining enrollment and increasing absenteeism, issues that directly impact their budgets and overall operations. This is compounded by the expiration of federal ESSER funding and the growing influence of school choice legislation, which allows students and their funding to follow them to competing schools. The Strategic Communications Benchmark Assessment service provided through this partnership gives district leaders a clear path to strengthening their brand, refining their messaging, and engaging their communities more effectively.

    For K-20 Education and Edtech Vendors:

    The partnership also offers strategic support for education vendors who are grappling with budgetary constraints in districts. Vendors can no longer rely on past marketing tactics and must differentiate themselves in a competitive market. The combined expertise of PRP Group and K20 Connect provides education vendors with deep market research, strategic communications, and targeted public relations services that help them reach the right audience at the right time.

    To learn more about how we can support your organization, please visit us online www.prp.group/connect-with-us.

    About PRP Group

    PRP Group, a Hawke Media Company, is a premier public relations, marketing intelligence, and strategic communications firm that has been serving the pre-K–12 and higher education markets for over 20 years. A multi-year winner of the EdTech Digest EdTech Leadership Awards and the Edvocate Awards for Best EdTech PR Firm, we specialize exclusively in education and have partnered with hundreds of companies, organizations, and nonprofits—from the biggest names in the market to high-growth startups—to craft compelling stories for their specific education audiences. PRP Group offers a variety of media relations and communications services for regional, national, and education media; crisis communications planning and management; and marketing intelligence. Everything we do is built around powerful, influential storytelling, authentic relationships, and a deep understanding of how to influence education buyers. Learn more at PRP.group

    About K20 Connect

    K20 Connect, led by Dr. Kecia Ray, is a women-owned consulting firm specializing in providing strategic communications, change management, and market research services to school districts and education vendors. Drawing on Dr. Ray’s experience as a former superintendent and educational leader, K20 Connect helps districts and companies navigate the complex challenges of modern education with customized, effective solutions. For more information visit www.K20connect.com.

    eSchool News Staff
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    ESchool News Staff

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  • Redesigning the educational model after COVID

    Redesigning the educational model after COVID

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    Key points:

    The aftermath of the COVID-19 pandemic has impacted every tier of the education ecosystem. With stress, anxiety, teacher retention rates, and curtailing the loss of learning gains, the ecosystem finds itself addressing compounding factors that are multi-dimensional. As we continue to contend with the realities of the DC-Stage of Education (During COVID-19), we have an opportunity to reauthor the operating model in this new paradigm–the AC-Stage of Education (After COVID-19).

    When taking into consideration the implications of education in the AC-Stage, much of the discussion has focused on innovation, excellence, and equity. Unfortunately, “equity” in the educational ecosystem has often carried an insidious misnomer–it only addresses the needs of select groups. This underscores the tone of addressing black or brown students and those whose first language is not English. Instead, equity should be defined as ensuring ALL students are moving forward with a pathology that dismantles systems disparities while providing opportunity and access to achieve their full potential. 

    As we unwrap our instructional systems with a lens focused on transformation, there needs to be a triangulation of equity, access, and inclusion to achieve excellence. We must think strategically and intentionally about interrogating legacy barriers that inhibit excellence. The collective ecosystem must ask ourselves this essential question with vigor: “How are we deconstructing the status quo to reconstruct a model that underscores pedagogical practices of inclusion to achieve the vision of ALL?”

    When we unpack that question in totality, it will require all stakeholders and classroom practitioners to examine the elements embedded within our instructional systems. Our instructional and assessment methods must eradicate the real and perceived barriers of disparities that prevent us from reaching every student. Taking this vision into action will create learning environments where every student, regardless of race, language, and economic status, will move the education landscape toward the goal of accelerating ALL.

    Assessing achievement is not enough 

    As we seek to improve equity and excellence in our learning environments, one noted problem of practice is our overreliance on achievement testing to guide instruction. When interrogated with depth and breadth, achievement assessments are inequitable by structure and design. Why? Achievement percentiles only examine students at a mastery level instead of the true ability of students. Yet, students have been denied opportunities because of assessment scores and the success of teachers and districts is often judged by these outcomes (e.g., The No Child Left Behind Act of 2001).

    The AC-Stage of Education calls for stakeholders to measure our students’ abilities–problem-solving, logical reasoning, and other innate qualities that are needed to be successful in the global economy. This means the education sector must adamantly oppose oppressive practices of clustering students homogeneously by achievement percentiles. To make education equitable where excellence and inclusivity are promoted, we must prioritize students’ abilities within the transformation process. 

    Another way forward

    Traditional assessment perpetuates exclusive practices of norming students by established percentile ranges. Those percentiles represent whether students mastered specific standards within a defined content area. Students who do not meet proficiency within those standards are often tiered, which historically has left them behind or they will miss opportunities for rigor, progress, and relevance.

    However, there is another methodology in the AC-Stage to achieve the inclusive assessment practice for ALL. For example, a school can offer an achievement assessment coupled with an ability assessment. This approach will provide a holistic view of students, inform pedagogical decisions, and use students’ potential and strengths to increase academic outcomes. 

    Viewing students from a holistic perspective will elicit instructional discussions more than the mastery of standards. It will provide detailed descriptions of students’ core abilities to elevate their strengths. Teachers and administrators can adjust their focus on authentic student growth as opposed to meeting arbitrary achievement indicators that create inequities and discriminatory instructional decisions–this means beyond race or language proficiency. This approach enables us to start to consider students more than just percentiles, but as individuals who have innate abilities to reach their full potential.

    Culture change is needed

    This approach in the AC-Stage of Education represents a significant cultural shift at all levels in the ecosystem–including governance. At the onset, we must redefine our collective mindsets to foster a culture that values excellence and equity. 

    When we think of our testing cultures, it is apparent that a level of strategic radicalization to close access gaps must be underpinned in the education model. All students deserve the opportunity to perform at high levels, yet many are being hindered by achievement discussions. If we look at students with the notion of ability, the education sector would ensure greater opportunities and access for ALL. Considering education in AC-Stage, the testing culture and assessment model must be reimagined to analyze data that enable educators to address students holistically. This is the only way we can ensure that our practices are driving greater equity, inclusion, and excellence in the educational system for Generation Z and Generation Alpha. 

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    Michael T. Conner, Ed.D., Riverside Insights

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  • How school leaders can manage and control emotions

    How school leaders can manage and control emotions

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    Key points:

    We need to manage and control our emotions better–and by better, I mean by not managing and controlling, but by utilizing and exercising them.

    “I need to control my emotions” is oft-spoken self-talk that we may hear ourselves saying as we reflect on our actions. Or occasionally we may have someone suggest that we need to manage our emotions better. But do we? Is the assumption that emotions and leadership are the oil and water of the workplace actually true? This may (still) be the last bastion of leadership assumptions that needs to be put to sea.

    We have spent generations being told that our emotions are those things that should be corralled, encircled, and subdued. It has fomented the ideas that we should “leave our personality at the door” and “keep business and personal separate.”

    Research found that school leaders and school principals who coped and adjusted to the pandemic the best where those who were able to utilize, and not ignore, their emotions.

    Before the pandemic, strong leaders were often expected to focus their leadership on process, accountability, and strategic planning that presented a very controlled picture of leadership. The leader led and others followed. There was a theoretical rhythm and cadence to how effective leadership should look.

    The pandemic changed this mindset.

    We saw leaders who were vulnerable, who were open to listening and acknowledged they might not have all the answers. These were leaders who whole-heartedly embraced the ambiguity and looked to thrive in the uncertain messiness. As Bryan Goodwin and Kent Davis of the nonprofit McRel have written, this shift can be difficult for some as it “requires them to reflect on not only what they must do, but more deeply, who they must be as leaders.”
    —The Case for Embracing Messy Leadership in Schools

    Granted, there are occasions when emotion can interfere with decision making, just as there are times when not showing emotion is a missed opportunity. Perhaps it’s not the separation of both, but rather the utilization of both that’s the sweet spot we should seeking. Perhaps it’s not the word “emotion” that is the issue, but the accompanying words that give it intended or unintended meaning.

    When we hear the word emotion in the workplace, it has often been sidled up with other words that on their own sound harmless but in fact spread an underlying frame of mind and intention:

    These words imply that emotions, and expression, work in opposition to our ability to lead and make decisions. They hint that emotions are the antithesis of a good leader. They are negative. They will lead to distraction. And because of that, they will make you appear weak. Strong leaders are those who can maintain the separation and not be affected or show emotion.

    The use of these words makes emotions appear like a deficit.

    What we have found, and are continuing to find, however, is that emotions are a strength. Brene Brown stated it as being authentically you: “Letting go who we think we’re supposed to be and embracing who we are. Choosing authenticity means cultivating the courage to be imperfect, to set boundaries, and to allow ourselves to be vulnerable.” (The Gifts of Imperfection)

    This has been echoed in research, showing strong links between trust, output, and performance. Higher levels of emotional connection and trust result in lower stress levels, a reduction in burnout, and a more than 75 percent increase in engagement.

    Compared with people at low-trust companies, people at high-trust companies report: 74 percent less stress, 106 percent more energy at work, 50 percent higher productivity, 13 percent fewer sick days, 76 percent more engagement, 29 percent more satisfaction with their lives, and 40 percent less burnout.

    By integrating vulnerability into your leadership approach, you can build stronger relationships, invite collaboration and open a pathway for more difficult but important conversations, which will improve the wellness and performance of the company and everyone within.
    —Vulnerability at work not about tears and over-shares

    It increases the potential of empowerment, and as such increases the likelihood of shared responsibility and collective leadership. Building emotional connections will take the pressure off the individual leader and share it across their teams. So maybe it’s not the word emotion that we need to change, but rather the words that accompany it:

    • Exercise
    • Utilize
    • Cultivate

    By selecting these words, we change the use, understanding, and meaning of “emotions.” Emotions are a key tool for forming alliances, building trust, conveying importance, demonstrating empathy, growing inclusion, and can be viewed as the hidden power of effective leadership.

    Too often we dismiss the little things we do–the human things–that are crucial in building relationships, trust, and a positive school climate. Now’s the time the celebrate these unconventional measures of success.
    —The Human Side in Developing a Positive School Climate 

    Leaders play a major role in surfacing, understanding, and balancing individual values on our teams. When we acknowledge and embrace the messiness that      comes with being human, each of us with a desire for shared community and purpose, we’re one step closer to unleashing the full potential of our teams and the teams we serve.
    —How to Embrace the Human Side of Leadership

    “Our emotions are a big part–maybe the biggest part–of what makes us human,” says Marc Brackett, author of Permission to Feel, “and yet we go through life trying hard to pretend otherwise.”
    —Reinventing How We Lead

    Rather than exclude emotions, we should be utilizing them to their best effect. It is more natural to show our personalities and it’s more authentic. It allows others to show theirs and it reduces stress, increases trust, and often results in greater satisfaction, engagement, and performance. Education is a relationship-driven sector and to ignore the tools and skills that enhance, build, and grow relationships would professionally be a backwards step.

    The emotion-problem school leaders and principals now face is to unlearn what we have assumed and help leaders embrace their emotions. It requires a new understanding and a new mindset–a mindset of effective leadership. It requires us to look at our emotions from a new perspective. Not as things to control, but as tools to utilize.

    The captain of the ship has sailed and it is time for us to lead in a new way.

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    Sean Slade, BTS Spark

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  • Ready, set, safe: Communication and technology for school safety

    Ready, set, safe: Communication and technology for school safety

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    Key points:

    With school-associated violence at a record high, there is an urgent responsibility for school leaders to protect the safety of students, teachers, and staff. As the 2023 – 2024 academic year concludes this spring, school leaders will have the opportunity to review safety protocols and adopt new tools to foster a safe and secure learning environment for years to come. By prioritizing critical components like best-of-breed communication technology, school leaders can ensure their integrated safety plan will help minimize emergencies and significantly contribute to the academic growth and wellbeing of students and staff.

    Create an emergency communication plan for proactive safety 

    Communication is one of the most important components of school safety. Having a fast and reliable way to disseminate information will lead to quicker response times for day-to-day operations and is vital for threat assessment, developing a plan of action, and responding to emergencies. While having a communication plan is crucial for every school, it’s important to remember that there is no one-size-fits-all solution. School leaders must consider the unique features of the school, weighing factors like building and campus size, access to cellular service, needs of the student and staff populations, and even the established or unique chain of command.

    Also, key to a solid communication plan is ensuring the active involvement and participation of teachers and staff. Because teachers are the authority figures closest to students, it’s important to keep their needs in mind when developing a safety strategy.  What do they need to feel prepared and equipped to respond? Addressing the unique needs of teachers will help ensure everyone is on the same page and ready to safeguard the school community.

    Improve your safety plan with effective communication tools

    Because effective communication is critical to for safety plans, leaders must adopt tools that enable teachers and staff to maintain constant and immediate contact. By prioritizing factors such as speed, reliability, and ease of use, schools can introduce tools that support safety while also fostering a strong and connected school community. 

    Digital communication tools such as text message alerts are one of the most common modes of communication for schools, with 82 percent of K-12 schools using them for emergency notifications. While there is no doubt that texting is quick and user-friendly, vulnerability associated with cell service and Wi-Fi disruptions can lead to serious miscommunications, and even worse, delayed emergency response times.

    More reliable communication tools like two-way radios offer the same speed and user-friendliness without the unpredictability of a cell connection or internet. Given that radio frequencies can penetrate walls and navigate complex buildings, school staff will benefit from constant contact, facilitating the smooth coordination of safety protocol and emergency response. Radios can also serve an important role in maintaining daily operations, such as school drop off and pick up. With this, teachers and bus drivers can easily communicate and ensure students enter and leave school grounds in the safest way possible.

    Maintaining safety technology with routine testing and training

    When strengthening the safety measures at your school, it is important to not only integrate effective communication tools, but to also evaluate your technological infrastructure regularly. Consistent testing, battery replacements, and software updates are fundamental to ensure that your systems remain effective over time. Introducing a routine maintenance schedule is one of the simplest ways to get this done.

    Equally important is providing regular school safety technology training to teachers and staff. Doing so helps ensure a seamless response in the face of an emergency, while also reducing future safety risks. User-friendly technologies like two-way radios make it easy to train educators of all skill levels, enabling them to immediately contribute to the safety of your school. As school safety technology evolves, having a well-informed staff becomes critical for maintaining a secure learning environment.

    Another simple way to elevate your school’s safety measures is by staying up to date with the latest safety tools and trends. This can be achieved through active participation at industry trade shows, seminars, and training sessions. By taking this proactive approach, school leaders can refine their protocols, learn from industry experts, share best practices with peers, and find new ways to strengthen their safety measures.

    Safeguard the school community with weather alert technology

    In addition to security and safety-related emergencies that make headlines, weather is another uncontrollable factor that demands attention from schools and their districts when it comes to proactive emergency management. To stay informed of weather conditions, school districts can always monitor local news and forecasts, but the most accurate source remains the National Weather Service. In those instances when districts cannot disseminate weather information to schools, weather radios are a near failproof solution for receiving severe weather alerts. Simply keeping a weather radio in the school’s main office can be enough to keep staff in the loop and prepared in the face of severe weather.

    The power of preparedness

    Above all measures a school can take, preparedness stands at the forefront of school safety. By investing in advanced communication tools and technology, schools can position themselves ahead of potential dangers and cultivate a positive academic environment. This commitment to preparedness not only ensures safety for the upcoming school year but sets the foundation for safety in the years to come.  

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    Caileigh Peterson, Midland

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  • 5 things to know about high-dosage tutoring

    5 things to know about high-dosage tutoring

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    Key points:

    The benefits of high-dosage tutoring can’t be ignored. Research shows that tutoring is one of the most effective ways to increase academic achievement, including among students from lower socio-economic households–one of the groups disproportionately affected by the COVID-19 pandemic.

    High-dosage tutoring is a crucial strategy for student advancement regardless of a student’s abilities or where they may struggle academically.

    In fact, high-dosage tutoring is a main component of the Biden-Harris Administration’s Improving Student Achievement Agenda for 2024, which focuses on accelerating academic performance for every child in school. The initiative will adopt three evidence-based strategies that improve student learning: increasing student attendance; providing high-dosage tutoring; and increasing summer learning and extended or after-school learning time.

    Here are 5 things to know about high-dosage tutoring:

    1. Since the pandemic, students have struggled markedly in math, particularly algebra. According to NAEP Mathematics Assessment data, eighth-graders’ algebra scores were eight points lower in 2022 than in 2019. According to the Nation’s Report Card, the average eighth-grade mathematics score was lower than all previous assessment years—going back to 2003. As a gateway content area, algebra prepares students to tackle advanced study in calculus, physics, and other subjects—yet it often is a sticking point for many middle and high school students. Without a solid understanding of algebra, many students find that they get stuck in their math studies. Here are 5 ways to help students struggling with algebra learning.

    2. Policymakers must take action to support states and districts in implementing high-dosage tutoring to ensure opportunities for student success. The pandemic left students, on average, five months behind in math and four months behind in reading by the end of the 2021-22 school year, with even more significant losses for students in majority-Black or low-income schools. This gap shows an increased inequality in educational outcomes across racial and socioeconomic lines. Thankfully, extensive research points toward one incredibly effective option in recovering learning loss: high-dosage tutoring. Learn more about how to implement high-dosage tutoring programs in schools and districts.

    3. To truly help students build deep understanding, intervention requires the right time, place, people, and curriculum. As educators continue to work to accelerate learning for students following the pandemic, many are turning to tutoring to provide support. Tutoring is one of the most effective math interventions available for students, but the quality of tutoring varies widely. Here are 6 key steps to ensure tutoring, including high-dosage tutoring, is as effective as possible for students.

    4. When this North Dakota school district analyzed student achievement data from multiple measures and through the lens of student groups, district administrators saw an immediate need to provide additional reading intervention to help students recover from the effects of the pandemic. Yet, due to staffing shortages, leaders knew they could not provide the level of personalized support each student needed. Thanks to a data-driven approach to tutoring, the district has been able to help students increase their growth and confidence in reading. Here are five strategies the district implemented to create an effective high-impact tutoring program.

    5. In a review of research on high-dosage tutoring as an intervention strategy, from K-12 assessment and research organization NWEA, authors looked at the evidence on high-dosage tutoring and highlighted the benefits of using this strategy, especially in supporting at-risk students. The report also noted several “non-negotiable” factors that lead to high-dosage tutoring being used effectively to accelerate academic growth. Key takeaways from the report include: At-risk students continue to need support, especially now as the share of at-risk students has increased post pandemic; high-dosage tutoring programs can produce large gains in reading and math test scores for at-risk students (if implemented appropriately); high-dosage tutoring is effective for building foundational skills in elementary grades, and can aid struggling middle and high school students; and as part of implementation planning, districts must address barriers that hinder student access to HDT by ensuring an equitable selection criteria and offering holistic supports for student learning. Read the full report here.

    Laura Ascione
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    Laura Ascione

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  • Advancing educational equity with UDL and generative AI

    Advancing educational equity with UDL and generative AI

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    Key points:

    As we all struggle down the path toward true educational inclusion, we are confronted with four pillars of equity as described by Rochelle Guiterize: Access, Success, Power and Identity.

    Educators with a mind towards equity typically excel at access. Opening doors to all students is an obvious move. However, we must continually push systems so that all students are able to be successful in spaces where they have ownership and feel a sense of belonging (identity). Otherwise, equity and inclusion are still just a dream.

    While we recognize that some of these elements require large systems change, we also want to challenge all computer science educators to be the example.Taking computer science, with its long history of exclusion, towards an inclusive future will cause ripple effects across all content areas. Utilizing the AiiCE tenets, which recommend taking approaches that are responsive to student identities (Alliance for Identity-Inclusive Computing Education, 2023) we will suggest steps towards inclusive education pedagogy with Universal Design for Learning (UDL) and generative AI thought partners. 

    A first step towards inclusive education can be done through the adoption of UDL. According to the CSTA: Inclusive Teaching Pedagogies, “UDL is an instructional planning approach designed to give all students an equal opportunity to learn by removing barriers that prevent students from fully engaging in their classroom communities” (White, 2023). However, this is a time-consuming (though worthwhile) task for already taxed teachers. 

    In the frame of working smarter, not harder, we will describe a way to start integrating UDL principles into lessons, moving toward greater equity and inclusion through the use of Generative AI (GenAI) tools. The generative model being used is ChatGPT 3.5 (for optimum use we recommend ChatGPT 4). 

    Teaching to the average student has never been effective. Our students possess a wide range of different brains, with different sensory and processing abilities. Good teachers are finding ways to meet the learning needs of all of these diverse brains within the same classroom.

    UDL uses fundamentals from neuroscience to give educators a framework to empower all learners (CAST, 2018). UDL is a process, not a product, and requires that teachers rethink their planning and delivery of instruction. Though this is not necessarily asking for teachers to do more, it is absolutely asking them to do something different. As teachers wrestle with transforming their teaching practice, generative AI offers robust opportunities. When we pair a tested, research-based framework like UDL with AI, it brings us a step closer to the goal of true inclusion of all learners in CS classes.

    Implementation of UDL requires rethinking the development and planning of lessons. Ralabate (2016) gives us five fundamental questions that allow teachers to begin to transform their practice. As teachers embrace this transformation, generative AI can be a thought partner in utilizing the five fundamental questions efficiently. These questions are around the accessibility, flexibility, lack of bias, validity, and reliability of our learning activities.

    We address the first four of these questions below, along with generative AI prompts that can be used to increase the velocity of implementing each of these questions.

    Question Description Generative AI Prompt
    Accessible Who can participate in the lesson and who can not? Please examine this lesson plan and tell me what type of student would be unable to fully participate in this lesson. 
    Flexible Student choice in how they learn and how they demonstrate learning.  Please provide multiple methods for students to demonstrate [learning target/objective].
    Free of Bias What in my learning activity is inadvertently disadvantageous to students? What components of this lesson assume similar prior knowledge to me, the instructor, or what components are…..
    Valid Does my assessment evaluate the specific learning objective I am attempting to assess? Please change the reading level of this question to a 7th grade level (choose a level that is accessible to all students)

    The final question is around reliability. Reliability measures the ability for a learning activity to meet its goals. Is the variability in my student’s performance due entirely to their performance, or is there variance that is due to the design of the activity (Ralabate, 2016). It is impossible to truly eliminate variance due to design, but it will be minimized if the first four questions are carefully considered and implemented into the design process. As a final check for reliability, GenAI can be used for triangulating grading – ask it to evaluate student data against a rubric. By comparing multiple GenAI responses with results from the teacher, we can minimize implicit bias, and ensure that the grades we are giving are authentic measures of student learning.

    Systems produce what they are designed to produce. Our education system was constructed to produce inequitable outcomes, and that is what it produces. We believe that computer science educators can rise to the challenge of the day and remake their instruction in a way that effectively educates every brain–brains that come with extremely diverse needs. We know the why (equity), we know the how (UDL), and with generative AI, we now have the means to accomplish what is demanded of the moment.

    References

    Alliance for Identity-Inclusive Computing Education (2023). AIICE IIC Tenets. https://identityincs.org/resources/aiice-iic-tenets/

    CAST (2018). UDL and the learning brain. Wakefield, MA. Retrieved from http://www.cast.org/products-services/resources/2018/udl-learning-brain-neuroscience

    Gutiérrez, R. (2011). Context matters: How Should We Conceptualize Equity in Mathematics Education?. In Equity in Discourse for Mathematics Education: Theories, Practices, and Policies (pp. 17-33). Dordrecht: Springer Netherlands.

    Ralabate P. (2016). Your UDL Lesson Planner: the Step-By-Step Guide for Teaching All Learners. Brookes Publishing.

    White, S. V., et al. (2023, June 5). Inclusive Teaching Pedagogies. Computer Science Teachers Association. https://csteachers.org/inclusive-teaching-pedagogies/ 

    Bios:

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    Rowen Elsmore, Digital Learning Specialist, Jefferson High School & Dr. Alexandra Holter, Computer Science Coordinator for K-12, Bloomington Public Schools

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  • Demystifying the role of the school board director

    Demystifying the role of the school board director

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    Key points:

    In the often stormy waters of public education, there’s an analogy I like to use to describe what school boards do: I think of each school district as being a ship–not a smaller size boat, but more like an ocean liner. In a time when there is confusion around what school board directors do and don’t do, this analogy can help clarify the role of the school board.

    Think of the superintendent as the captain, the one who’s responsible for steering the ship and making sure everyone is doing their job to ensure it’s heading in the right direction. School board directors are akin to the navigators. They’re looking out across the horizon and pointing toward where the ship should be heading. That direction should align with the community’s desires as well as the needs of the students. School boards lay out big, long-term priorities such as strategic planning, budgetary goals, and financial stability. They also support and evaluate the superintendent, who is their only employee.

    However, ships can get knocked off course by tempests like a pandemic or even less cataclysmic factors, such as public opinion, changing demographics in the district, financial challenges, collective bargaining agreements, new board members, or a new superintendent. When that happens, the board’s role is to continue to look toward the destination and give the captain and staff the ability to right the ship and continue onward.

    Roles and responsibilities

    School board directors are elected to represent their constituents, but individuals may take different approaches to this role. Some believe they were elected to advance a specific platform or position. This is often called the delegate model of representation, in which they feel obliged to make decisions that closely align with their constituents without exercising their own judgment. Another approach is referred to as the trustee model, where the board member believes that voters elected them to use their best judgment in ways that are in line with the overall needs of the whole community and student body.

    The trustee approach has the advantage of allowing school directors to consider all available information, some of which might not be widely known by the general public because, for example, they aren’t participating in board work sessions that allow school directors to dive deeply into all aspects of an issue. Also, following the trustee model enables the board member to gather additional input from students, families, and the community as needed to make the most informed decisions. 

    Regardless of their approach, school board directors need to act in the best interest of students. Here in Washington state, one of our school board standards states that the job of school board members is to create conditions for students and staff success.

    Because the nature of their elected office is collaborative, school board directors are in constant communication with various audiences: families, taxpayers, district voters, students, legislators, local government leaders, and their peers in other districts or associations. The form this communication takes may vary by district. For example, many boards have student representatives who can speak directly to their fellow members and have the ability to contribute input on policies.

    This extensive communication gives school board directors the opportunity to explain the nuances of their job, which are often misunderstood by the general public. A school board director’s role is governance rather than management. I often share the example that if you’re a family member who’s frustrated by something going on in your student’s classroom, you might call a school board director who lives in your neighborhood to lodge a complaint against a teacher. However, that is not in any way the role of the school board.

    School board directors must never forget that they are responsible for the overall strategic direction of a district. This ensures they don’t become fixated on one specific interest or devote too much energy to something that amounts to a tiny fraction of the district’s work. A best practice is to explicitly delegate authority to superintendents–and to provide sufficient resources and autonomy for them to do their jobs. This helps boards avoid diverting their attention from strategic matters.

    Creating chaos vs. being a force for good

    People often wonder how much power school boards wield. The truth is one individual school board director has no power—they only have the power to take any official action if they are part of a quorum.

    Where it gets more complicated is the question of indirect power. Board members can have a lot of influence on their communities and on each other, and a responsible board member must be very thoughtful about their role. Board members can be a force for good by correcting misinformation, being supportive of the district, and sharing how the community can engage in collaborative conversations with the district. 

    The biggest qualification

    I have 18 years of school board experience, and when I joined my local school board, I thought I knew a lot about my school district. I did not. I was a parent, but I didn’t understand how the district worked and what the different factors were that went into educating students–and I’m not alone in this assessment among fellow board directors. 

    One of the most important qualifications to be a successful school board member is having an open mind. You need the ability to listen, to learn, and to admit when you are mistaken. This is how I’ve witnessed several of my colleagues grow into successful board directors. Too often, I’ve seen board members come into the role laser-focused on a particular issue–like building infrastructure–only to quickly realize there are hundreds of issues affecting the district.

    Another important qualification is being focused on what’s best for students–not just their academic success, but are the students seen and heard? Do they feel like they belong and can grow into who they were meant to be during their years of education? Ultimately, creating an environment where students can succeed is a board member’s top priority.

    Focus on strategic vision

    At a time when even education is more politicized than ever before, knowing what school board members can and cannot do is critical for an effective school system that serves student needs, while respecting the values of the communities they serve. For optimal impact, the school board’s focus should be on the overall strategic vision for the district, and ensuring students and staff have what they need to succeed.

    Understanding that only responsible and informed school board directors can meaningfully contribute to the long-term success of a school district is the first step in fostering an environment where students can thrive. 

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    Tricia Lubach, Director of Leadership Development, Washington State School Directors’ Association

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  • Dr. Tyrone Burton Spotlights Systemic Inequities in Education and Challenges Leaders in New Book

    Dr. Tyrone Burton Spotlights Systemic Inequities in Education and Challenges Leaders in New Book

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    Press Release
    –


    updated: Oct 21, 2020


    ATLANTA, October 21, 2020 (Newswire.com)
    –
    Leader builder and Turnaround Titan Dr. Tyrone D. Burton shares a roadmap for overcoming the by-products of a failing educational system in The Reframing of American Education (Mynd Matters Publishing).

    With the impact of COVID-19 causing disruption to schools across the country, the implementation of virtual learning is expected to widen the achievement gap, opportunity gap, wealth gap, and the hope gap. Therefore, leaving more students and families undersupported, underserved, and undereducated.

    Based on in-depth research as well as first-hand experiences, The Reframing of American Education forces everyone from educators to politicians to consider why we inherently do the things we do as it relates to liberty and justice for all. Using the four-pronged approach of Humanistic, Political, Structural, and Symbolic Frames of Education, Dr. Burton challenges long-standing educational practices and policies, thereby serving as a clarion call to right the systemic wrongs that have been ingrained in our society, particularly, to those who have been lost, locked out, and, ultimately, left behind.

    Dr. Burton holds a bachelor’s degree in Instrumental and Vocal Music Education from Northeast Louisiana State University, a master’s degree in Educational Administration and Supervision from Louisiana State University, and a doctorate from Seton Hall University in Educational Leadership and Management Policy. He is the CEO of Passion-Driven Leadership and a turnaround specialist with the Rensselaerville Institute, an educational think tank based in Albany, New York.

    Published by Mynd Matters Publishing, The Reframing of American Education is available in print and ebook wherever books are sold. 

    Media Contact:
    Renita Bryant
    Phone: 888-833-2548
    Email: renita@myndmatterspublishing.com

    Source: Mynd Matters Publishing

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