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Tag: leaders

  • How location precision enhances safety and reduces response times in emergencies 

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    Key points:

    In emergencies, time is the most valuable resource–and it’s often the one in shortest supply. Whether a medical crisis, fire, or security threat, the difference between a quick response and a delayed one can significantly shape outcomes. While training, communication, and coordination are all essential to emergency preparedness, one foundational element is often underestimated: accurate campus mapping.

    At its core, effective emergency response depends on knowing how to get to the right place at the right time and with the right resources. Digital maps turn abstract safety plans into operational reality. When someone needs help, having location specifics, building layouts, and safety assets clearly visualized and shared enables responders to move with confidence rather than hesitation–and that clarity saves time.

    From static plans to real-time awareness

    Many organizations still rely on static floor plans or paper diagrams for their emergency planning. While these may meet compliance requirements, they often fall short when it matters most. Facilities are constantly evolving: Rooms are repurposed, walls are added and removed, equipment is relocated, and temporary changes are made. A map that was accurate six months ago may already be outdated and unhelpful in an emergency response.

    Modern safety preparedness calls for a shift from static maps to living, digital representations of space. Dynamic maps enable organizations to update changes as they happen, ensuring that responders are working from current information. In a crisis, eliminating uncertainty about entrances, exits, room layouts, or asset locations can shave critical minutes off response times.

    Location is the first question and the hardest one to answer

    Ask any emergency responder what information matters most when a call comes in, and the answer is almost always the same: location. Not just the address, but the precise spot within a building or campus where help is needed. Large or multi-building or multi-floor environments, such as schools and hospitals, add layers of complexity that make a street address alone insufficient. According to recent data, nearly 60 percent of school safety incidents happen outside of the classroom. Knowing exactly where an incident is happening is key to getting help on scene fast. 

    Indoor location is especially challenging when emergencies are reported through mobile devices. While Next Generation 911 standards aim to support sub-addressing–down to the building, floor, or even room–broad adoption and consistent implementation are still emerging. Currently, responders are often dispatched with limited spatial detail, forcing them to spend precious minutes on gathering crucial information after arrival, rather than en route.

    The NIH defines Emergency Medical Services (EMS) rapid response as under five minutes. Nationally, average response time varies between seven and 10 minutes, but in rural and historically low-income areas, EMS or fire response can take up to 20 minutes more than average. Police response times can take even longer.

    Mapping addresses the challenge of keeping response times to under five minutes, by providing visual context that traditional dispatch data often lacks. When responders can see the incident location in relation to stairwells, access points, evacuation routes, and nearby safety equipment, they can plan before they arrive. This reduces time spent searching, backtracking, or waiting for clarification once on site.

    Making safety assets visible before they’re needed

    Emergency preparedness is not only about people; it’s also about tools. Automated external defibrillators (AED), fire extinguishers, drug overdose reversal kits, first-aid kits, utility shut-offs, and alarm panels are only effective if responders can find them quickly. In high-stress situations, even familiar environments can become disorienting.

    Mapping plays a critical role by allowing responders to plan before they arrive on the scene, not after. When the locations of life-saving assets are visible in advance – in addition to routes, access points, and building layouts – responders can make decisions on the way: which entrance to use, which equipment to get first, and how to sequence their actions upon arrival. This shifts response from reactive to deliberate, compressing the timeline between arrival and intervention.

    The impact of saved time is especially clear in medical emergencies: in sudden cardiac arrest incidents, every extra minute of response time can lead to a 6% decrease in the likelihood of survival. If EMS is delayed due to distance, traffic, or call time, knowing exactly where an AED is located– and how to reach it the fastest– can make all the difference.

    That’s why mapping safety assets into a shared visual system helps ensure that these resources are visible and easy to locate. The ability to see safety asset locations in real time also supports daily readiness by enabling facilities teams to track inspections, maintenance, and compliance more efficiently. Over time, this creates a feedback loop where preparedness improves not just during emergencies, but through ongoing operations.

    Improving coordination across roles and agencies

    One of the less visible benefits of digital mapping is its impact on coordination. Emergencies rarely involve a single responder or department. Administrators, facilities teams, security staff, medical personnel, and external first responders all work together, often under intense pressure.

    When everyone involved is referencing the same map, misunderstandings decrease, and decision-making accelerates. Clear visuals help align actions, reduce redundant communication–or miscommunication–and most importantly, reduce response time.

    Training, drills, and a culture of readiness

    Preparedness must be built over time through planning, training, and repetition. Incorporating maps into drills helps administrators and leadership internalize layouts, routes, and procedures before they are tested in real life. That way, they’re not only ready with what they know but prepared to pivot and support EMS response if anything changes.

    This familiarity fosters a culture of readiness. When people understand their environment and their role within it, they are more likely to act decisively and calmly. Over time, mapping becomes more than a technical tool; it becomes a shared language for safety.

    Planning for what’s next

    Mapping sits at the intersection of planning and action. It connects people, places, and resources in a way that supports faster response and better outcomes. By investing in thoughtful mapping practices today, organizations can reduce uncertainty tomorrow. And in emergencies, reducing uncertainty is one of the most powerful ways to save time and improve outcomes. 

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    Peter Crosbie, CENTEGIX

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  • The rise of remote psychoeducational testing: What school leaders need to know

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    Key points:

    Special education is at a breaking point. Across the country, more children than ever are being referred for evaluations to determine whether they qualify for special education services. But there aren’t enough school psychologists or specialists on staff to help schools meet the demand, leaving some families with lengthy wait times for answers and children missing critical support. 

    The growing gap between need and capacity has inspired districts to get creative. One of the most debated solutions? Remote psychoeducational testing, or conducting evaluations virtually rather than face-to-face. 

    Can a remote evaluation accurately capture what a child needs? Will the results hold up if challenged in a legal dispute? Is remote assessment equivalent to in-person? 

    As a school psychologist and educational consultant, I hear these questions every week. And now, thanks to research and data released this summer, I can answer with confidence: Remote psychoeducational testing can produce equivalent results to traditional in-person assessment. 

    What the research shows

    In July 2025, a large-scale national study compared in-person and remote administration of the Woodcock-Johnson V Tests of Cognitive Abilities and Achievement (WJ V), the latest version of one of the most widely-used and comprehensive assessment systems for evaluating students’ intellectual abilities, academic achievement, and oral language skills. Using a matched case-control design with 300 participants and 44 licensed school psychologists from across the U.S., the study found no statistically or practically significant difference in student scores between in-person and remote formats. 

    In other words: When conducted with fidelity, remote WJ V testing produces equivalent results to traditional in-person assessment.

    This study builds on nearly a decade of prior research that also found score equivalency for remote administrations of the most widely used evaluations including WJ IV COG and ACH, RIAS-2, and WISC-V assessments, respectively. 

    The findings of the newest study are as important as they are urgent. They show remote testing isn’t just a novelty–it’s a practical, scalable solution that is rooted in evidence. 

    Why it matters now

    School psychology has been facing a workforce shortage for over a decade. A 2014 national study predicted this crunch, and today districts are relying on contracting agencies and remote service providers to stay afloat. At the same time, referrals for evaluations are climbing, driven by pandemic-related learning loss, growing behavioral challenges, and increased awareness of neurodiversity. 

    The result: More children and families waiting longer for answers, while school psychologists are facing mounting caseloads and experiencing burnout. 

    Remote testing offers a way out of this cycle and embraces changes. It allows districts to bring in licensed psychologists from outside their area, without relocating staff or asking families to travel. It helps schools move through backlogs more efficiently, ensuring students get the services they need sooner. And it gives on-site staff space to do the broader preventative work that too often gets sidelined. Additionally, it offers a way to support those students who are choosing alternate educational settings, such as virtual schools. 

    Addressing the concerns

    Skepticism remains, and that’s healthy. Leaders wonder: Will a hearing officer accept remote scores in a due process case? Are students disadvantaged by the digital format? Can we trust the results to guide placement and services?

    These are valid questions, but research shows that when remote testing is done right, the results are valid and reliable. 

    Key phrase: Done right. Remote assessment isn’t just a Zoom call with a stopwatch. In the most recent study, the setup included specific safeguards:

    • Touchscreen laptops with screens 13” or larger; 
    • A secure platform with embedded digital materials;
    • Dual cameras to capture the student’s face and workspace;
    • A guided proctor in-room with the student; and
    • Standardized examiner and proctor training protocols.

    This carefully structured environment replicates traditional testing conditions as closely as possible. All four of the existing equivalency studies utilized the Presence Platform, as it already meets with established criteria.

    When those fidelity conditions are met, the results hold up. Findings showed p-values above .05 and effect sizes below .03 across all tested subtests, indicating statistical equivalence. This means schools can confidently use WJ V scores from remote testing, provided the setup adheres to best practices.

    What district leaders can do

    For remote testing to succeed, schools need to take a thoughtful, structured approach. Here are three steps districts can take now.

    1. Vet providers carefully. Ask about their platform, equipment, training, and how they align with published research standards. 
    2. Clarify device requirements. Ensure schools have the right technology in place before testing begins.
    3. Build clear policies. Set district-wide expectations for how remote testing should be conducted so everyone–staff and contractors alike–are on the same page. 

    A path forward

    Remote assessment won’t solve every challenge in special education, but it can close one critical gap: timely, accurate evaluations. For students in rural districts, schools with unfilled psychologist positions, virtual school settings, or families tired of waiting for answers, it can be a lifeline.

    The research is clear. Remote psychoeducational testing works when we treat it with the same care and rigor as in-person assessment. The opportunity now is to use this tool strategically–not as a last resort, but as part of a smarter, more sustainable approach to serving students. 

    At its best, remote testing is not a compromise; it’s a path toward expanded access and stronger support for the students who need it most.

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    Stephanie Taylor, Ed.S., NCSP, Taylored Education Solutions

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  • What K-20 leaders should know about building resilient campuses

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    Key Points:

    When a school building fails, everything it supports comes to a halt. Learning stops. Families scramble. Community stability is shaken. And while fire drills and lockdown procedures prepare students and staff for specific emergencies, the buildings themselves often fall short in facing the unexpected.

    Between extreme weather events, aging infrastructure, and rising operational demands, facility leaders face mounting pressure to think beyond routine upkeep. Resilience should guide every decision to help schools stay safe, meet compliance demands, and remain prepared for whatever lies ahead.

    According to a recent infrastructure report card from the American Society of Civil Engineers, the nation’s 98,000 PK-12 schools received a D+ for physical condition–a clear signal that more proactive design and maintenance strategies are urgently needed.

    Designing for resilience means planning for continuity. It’s about integrating smarter materials, better systems, and proactive partnerships so that learning environments can bounce back quickly–or never go down at all.

    Start with smarter material choices

    The durability of a school begins at ground level. Building materials that resist moisture, mold, impact, and corrosion play a critical role in long-term school resilience and functionality. For example, in flood-prone regions, concrete blocks and fiber-reinforced panels outperform drywall in both durability and recovery time. Surfaces that are easy to clean, dry quickly, and don’t retain contaminants can make the difference between reopening in days versus weeks.

    Limit downtime by planning ahead

    Downtime is costly, but it’s not always unavoidable. What is avoidable is the scramble that follows when there’s no plan in place. Developing a disaster-response protocol that includes vendors, contact trees, and restoration procedures can significantly reduce response time. Schools that partner with recovery experts before an event occurs often find themselves first in line when restoration resources are stretched thin.

    FEMA’s National Resilience Guidance stresses the need to integrate preparedness and long-term recovery planning at the facility level, particularly for schools that often serve as vital community hubs during emergencies.

    Maintenance as the first line of defense

    Preventative maintenance might not generate headlines, but it can prevent them. Regular inspections of roofing, HVAC, plumbing, and electrical systems help uncover vulnerabilities before they lead to shutdowns. Smart maintenance schedules can extend the lifespan of critical systems and reduce the risk of emergency failures, which are almost always more expensive.

    Build flexibility into the design

    Truly resilient spaces are defined by their ability to adapt, not just their physical strength. Multi-use rooms that can shift from classroom to shelter, or gymnasiums that double as community command centers, offer critical flexibility during emergencies. Facilities should also consider redundancies in HVAC and power systems to ensure critical areas like server rooms or nurse stations remain functional during outages.

    Include restoration experts early

    Design and construction teams are essential, but so are the people who will step in after a disaster. Involving restoration professionals during the planning or renovation phase helps ensure the layout and materials selected won’t hinder recovery later. Features like water-resistant flooring, interior drainage, and strategically placed shut-off valves can dramatically cut cleanup and repair times.

    Think beyond the building

    Resilient schools need more than solid walls. They need protected data, reliable communication systems, and clear procedures for remote learning if the physical space becomes temporarily inaccessible. Facility decisions should consider how technology, security, and backup systems intersect with the physical environment to maintain educational continuity.

    Schools are more than schools during a crisis

    In many communities, schools become the default support hub during a crisis. They house evacuees, store supplies, and provide a place for neighbors to connect. Resilient infrastructure supports student safety while also reinforcing a school’s role as a vital part of the community. Designs should support this extended role, with access-controlled entries, backup power, and health and sanitation considerations built in from the start.

    A resilient mindset starts with leadership

    Resilience begins with leadership and is reflected in the decisions that shape a school’s physical and operational readiness. Facility managers, superintendents, and administrative teams must advocate for resilient investments early in the planning process. This includes aligning capital improvement budgets, bond proposals, and RFP language with long-term resilience goals.

    There’s no such thing as a truly disaster-proof building. But there are schools that recover faster, withstand more, and serve their communities more effectively during crises. The difference is often found in early choices: what’s designed, built, and maintained before disaster strikes.

    When resilience guides every decision, school facilities are better prepared to safeguard students and maintain continuity through disruption.

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    John Scott Mooring, Mooring USA

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  • The Best Leaders Commit to These Daily Habits

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    Olympian, advocate, co-founder and president of Saysh, a women’s footwear company, and co-founder of Always Alpha, a management firm for female athletes. The most decorated athlete in track and field history, fighting to improve maternal health. (Read profile) 

    • “Journaling. I’m new to it, but it’s quickly become one of the most powerful tools in my daily routine.” 

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    Ashley Merryman

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  • From momentum to endurance: Scaling structured literacy with implementation science

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    When districts adopt evidence-based practices like Structured Literacy, it’s often with a surge of excitement and momentum. Yet the real challenge lies not in the initial adoption, but in sustaining and scaling these practices to create lasting instructional change. That’s the point at which implementation science enters the picture. It offers a practical, research-backed framework to help district leaders move from one-time initiatives to systemwide transformation.

    Defining the “how” of implementation

    Implementation science is the study of methods and strategies that support the systematic uptake of evidence-based practices. In the context of literacy, it provides a roadmap for translating the science of reading, based on decades of cognitive research, into day-to-day instructional routines.

    Without this roadmap, even the most well-intentioned literacy reforms struggle to take root. Strong ideas alone are not enough; educators need clear structures, ongoing support, and the ability to adapt while maintaining fidelity to the research. Implementation science brings order to change management and helps schools move from isolated professional learning sessions to sustainable, embedded practices.

    Common missteps and how to avoid them

    One of the most common misconceptions among school systems is that simply purchasing high-quality instructional materials or delivering gold-standard professional learning, like Lexia LETRS, is enough. While these are essential components, they’re only part of the equation. What’s often missing is a focus on aligned leadership, strategic coaching, data-informed decisions, and systemwide coordination.

    Another frequent misstep is viewing Structured Literacy as a rigid, one-size-fits-all approach. In reality, it is a set of adaptable practices rooted in the foundational elements of reading: Phonemic awareness, phonics, fluency, vocabulary, and comprehension. Effective implementation requires both structure and flexibility, guided by tools like the Active Implementation Formula or NIRN’s Hexagon Tool.

    District leaders must also rethink their approach to leadership. Instructional change doesn’t happen in a vacuum or stay confined to the classroom. Leaders at every level–from building principals to regional directors–need to be equipped not just as managers, but as implementation champions.

    Overcoming initiative fatigue

    Initiative fatigue is real. Educators are weary of the pendulum swings that often characterize educational reform. What’s new today may feel like a rebranded version of yesterday’s trend. Implementation science helps mitigate this fatigue by building clear, supportive structures that promote consistency over time.

    Fragmented professional learning is another barrier. Educators need more than one-off workshops–they need coherent, job-embedded coaching and opportunities to reflect, revise, and grow. Coaching plays a pivotal role here. It serves as the bridge between theory and practice, offering modeling, feedback, and emotional support that help educators build confidence and capacity.

    Building sustainable systems

    Sustainability starts with readiness. Before launching a Structured Literacy initiative, district leaders should assess their systems. Do they have the right people, processes, and tools in place? Have they clearly defined roles and responsibilities for everyone involved, from classroom teachers to district office staff?

    Implementation teams are essential. These cross-functional groups help drive the work forward, break down silos, and ensure alignment across departments. Successful districts also make implementation part of their onboarding process, so new staff are immersed in the district’s instructional vision from day one.

    Flexibility is important, too. No two schools or communities are the same. A rural elementary school might need different pacing or grouping strategies than a large urban middle school. Implementation science supports this kind of contextual adaptation without compromising core instructional principles.

    Measuring progress beyond test scores

    While student outcomes are the ultimate goal, they’re not the only metric that matters. Districts should also track implementation fidelity, educator engagement, and coaching effectiveness. Are teachers confident in delivering instruction? Are they seeing shifts in their students’ engagement and performance? Are systems in place to sustain these changes even when staff turnover occurs?

    Dashboards, coaching logs, survey tools, and walkthroughs can all help paint a clearer picture. These tools also help identify bottlenecks and areas in need of adjustment, fostering a culture of continuous improvement.

    Equity at the center

    Implementation science also ensures that Structured Literacy practices are delivered equitably. This means all students, regardless of language, ability, or zip code, receive high-quality, evidence-based instruction.

    For multilingual learners, this includes embedding explicit vocabulary instruction, oral language development, and culturally responsive scaffolding. For students with disabilities, Structured Literacy provides a clear and accessible pathway that often improves outcomes significantly. The key is to start with universal design principles and build from there, customizing without compromising.

    The role of leadership

    Finally, none of this is possible without strong leadership. Implementation must be treated as a leadership competency, not a technical task to be delegated. Leaders must shield initiatives from political noise, articulate a long-term vision, and foster psychological safety so that staff can try, fail, learn, and grow.

    As we’ve seen in states like Mississippi and South Carolina, real gains come from enduring efforts, not quick fixes. Implementation science helps district leaders make that shift–from momentum to endurance, from isolated success to systemic change.

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    Kimberly Stockton, Ed.D.

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  • 10 reasons to upgrade to Windows 11 ASAP

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    K-12 IT leaders are under pressure from all sides–rising cyberattacks, the end of Windows 10 support, and the need for powerful new learning tools.

    The good news: Windows 11 on Lenovo devices delivers more than an upgrade–it’s a smarter, safer foundation for digital learning in the age of AI.

    Delaying the move means greater risk, higher costs, and missed opportunities. With proven ROI, cutting-edge protection, and tools that empower both teachers and students, the case for Windows 11 is clear.

    There are 10 compelling reasons your district should make the move today.

    1. Harness AI-powered educational innovation with Copilot
    Windows 11 integrates Microsoft Copilot AI capabilities that transform teaching
    and learning. Teachers can leverage AI for lesson planning, content creation, and
    administrative tasks, while students benefit from enhanced collaboration tools
    and accessibility features.

    2. Combat the explosive rise in school cyberattacks
    The statistics are alarming: K-12 ransomware attacks increased 92 percent between 2022 and 2023, with human-operated ransomware attacks surging over 200 percent globally, according to the 2024 State of Ransomware in Education.

    3. Combat the explosive rise in school cyberattacks
    Time is critically short. Windows 10 support ended in October 2025, leaving schools running unsupported systems vulnerable to attacks and compliance violations. Starting migration planning immediately ensures adequate time for device inventory, compatibility testing, and smooth district-wide deployment.

    Find 7 more reasons to upgrade to Windows 11 here.

    Laura Ascione
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    Laura Ascione

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  • How Windows 11 is powering the next generation of K-12 innovation

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    Key points:

    As school districts navigate a rapidly evolving digital landscape, IT and academic leaders face a growing list of challenges–from hybrid learning demands and complex device ecosystems to rising cybersecurity threats and accessibility expectations. To stay ahead, districts need more than incremental upgrades–they need a secure, intelligent, and adaptable technology foundation.

    That’s the focus of the new e-book, Smarter, Safer, and Future-Ready: A K-12 Guide to Migrating to Windows 11. This resource takes an in-depth look at how Windows 11 can help school districts modernize their learning environments, streamline device management, and empower students and educators with AI-enhanced tools designed specifically for education.

    Readers will discover how Windows 11:

    • Protects district data with built-in, chip-to-cloud security that guards against ransomware, phishing, and emerging cyberattacks.
    • Simplifies IT management through automated updates, intuitive deployment tools, and centralized control–freeing IT staff to focus on innovation instead of maintenance.
    • Drives inclusivity and engagement with enhanced accessibility features, flexible interfaces, and AI-powered personalization that help every learner succeed.
    • Supports hybrid and remote learning with seamless collaboration tools and compatibility across a diverse range of devices.

    The e-book also outlines practical strategies for planning a smooth Windows 11 migration–whether upgrading existing systems or introducing new devices–so institutions can maximize ROI while minimizing disruption.

    For CIOs, IT directors, and district technology strategists, this guide provides a blueprint for turning technology into a true driver of academic excellence, operational efficiency, and district resilience.

    Download the e-book today to explore how Windows 11 is helping K-12 districts become smarter, safer, and more future-ready than ever before.

    Laura Ascione
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    Laura Ascione

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  • Science Says Every Meeting Should Always Start on Time (If You Want It to Actually Be Productive)

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    Years ago I worked for a company that loved meetings, and a boss who saw a full calendar as a proxy for productivity. Because we were often bored, a coworker and I started logging occurrences of certain buzzwords. (“Silos,” “cones of precision,” and “closure” led the list.)

    Eventually we got bored of that, so we decided to start logging how many meetings actually started on time. Since the average meeting started seven minutes late, we had plenty of time to collect that data. We enlisted a few other folks in our “study,” and determined that out of nearly 700 meetings, only three actually started on time. 

    Maybe that aligns with your experience? I’m guessing yes.

    Not a particularly fascinating finding, except for this: according to a study published in Journal of Organizational Behavior, meetings that start late aren’t just irritating for the people who are on time (and have much better things to do.) Meetings that start late aren’t just a waste of time.

    Meetings that start late are also much less productive. As the researchers write:

    We found significant differences concerning participants’ perceived meeting satisfaction and meeting effectiveness, as well as objective group performance outcomes (number, quality, and feasibility of ideas produced in the meeting).

    We also identified differences in negative socio-emotional group interaction behaviors depending on meeting lateness.

    In real terms, that means a meeting that started 10 minutes late was a third less effective — in terms of outcomes, both actual and perceived — than a meeting that started on time. A third as many ideas were generated. The feasibility of ideas generated was nearly a third lower.

    And then there are the “socio-emotional group interaction behaviors.” Take the average meeting. A few people arrive early, whether physically or virtually. They start chatting. The “room” fills. It’s time to start, but a few people still haven’t arrived. Or one or two key people, usually the ones in charge of the meeting, because they can get away with it, keep chatting. Time drags.

    Eventually, someone says, “All right, we’d better get started.”

    In the meantime, much of the focus and enthusiasm has been sucked from the room, and no matter how hard you try — whether you’re a leader or participant — that focus and enthusiasm is extremely hard to recapture.

    Keep in mind those effects occurred even when certain meetings actually did start on time; if your employees assume meetings will always start late, that assumption still affects their performance and participation. 

    The solution is simple. Start your meetings on time; no excuses. Arriving late is rude. Arriving late implies your time is more valuable than that of other people. And if you need a bottom-line reason, arriving late compromises the outcome of a meeting you felt was important enough to hold in the first place. 

    Sum it all up, and arriving late is like saying, “This meeting is important, but, hey, it’s not that important.”

    Granted, always starting on time might sound impractical. That’s why the best way to stop starting meetings late is to stop holding so many meetings.

    You can’t be late to something that doesn’t exist.

    Other research also backs up the “no meetings” approach, because meetings make people less smart. A study published in Philosophical Transactions of the Royal Society found that when participants were placed in small groups and asked to solve problems, they experienced an individual IQ drop of approximately 15 percent.

    Large meetings also stifle participation, especially from people who perceive their status to be relatively low on the group’s hierarchy. (Mark from the loading dock is significantly less likely to offer ideas if his boss or, worse yet, the CEO is in attendance.)

    As Mark Cuban says, “I don’t do meetings or phone calls. I’ll do a meeting if you’re going to write me a check. I’ll do a meeting if there’s a really good reason to help close a deal. Other than that, it’s email.”

    Why? Most meetings typically stagger to a late start, and then drift to a slow close. Time gets wasted. Energy gets wasted. Motivation, enthusiasm, and focus get wasted. All of which makes people much less effective.

    So start your meetings on time.

    And if you’re not willing to do that, maybe you shouldn’t have any meetings.

    The opinions expressed here by Inc.com columnists are their own, not those of Inc.com.

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    Jeff Haden

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  • Why education leaders must highlight their people

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    Key points:

    When I asked my executive assistant to proof my first superintendent’s report for the public board packet, she came back and said that she was surprised that I gave so much credit to others for the work being completed by the district. A simple leadership lesson I learned from David Fridlington, my favorite battalion commander in the military, was to use your position to take care of your people and support them. He told everyone that when he presided over a promotion ceremony, he said: “Use this rank to take care of your soldiers.”

    One basic concept is that when things go well, give credit to those who did the work, even if you provided the direction. Your board or other supervisors should understand that success requires leadership. The opposite is true as well. When things do not go well, the leader needs to step in and accept the blame. Even if a subordinate was negligent and their performance needs to be addressed, there is never justification for doing it in a public forum.

    The traditional leadership trap

    For decades, educational leadership has often mirrored the corporate world’s focus on individual achievement and personal branding. Superintendents, principals, and department heads have felt pressure to position themselves as the architects of every success, the faces of every initiative, and the voices behind every innovation. This approach, while understandable given the accountability pressures facing education leaders, creates a dangerous dynamic that undermines both team morale and long-term organizational success.

    When leaders consistently claim credit for achievements, they inadvertently signal to their teams that individual contributions are less valuable than executive oversight. Faculty members, administrators, and support staff begin to feel invisible, their efforts overshadowed by leadership’s need for recognition. This dynamic is particularly damaging in educational environments, where collaboration and shared ownership of student success are essential.

    Smart educational leaders understand that their primary role is not as the star of the show, but to direct in such a way that every cast member shines. When a high school’s test scores improve dramatically, the effective principal doesn’t schedule interviews to discuss their leadership philosophy. Instead, they organize a celebration highlighting the innovative teaching strategies developed by their faculty, the dedication of support staff, and the hard work of the students.

    This approach accomplishes several critical objectives simultaneously. First, it builds tremendous goodwill and loyalty among team members who feel genuinely appreciated and recognized. Teachers who see their principal celebrating their classroom innovations in district newsletters or community presentations develop a deeper commitment to the school’s mission. They feel valued as both implementers of directives and as creative professionals whose expertise helps drive student success.

    Building trust through recognition

    Education leaders who consistently spotlight their teams create an atmosphere of trust that permeates the entire organization. When a superintendent highlights individual schools’ achievements without inserting themselves into the narrative, principals and teachers recognize that their leader is secure enough in their own position to share credit freely. This security translates into psychological safety throughout the organization, encouraging innovation and risk-taking that leads to better educational outcomes.

    Consider the university department chair who, when presenting research achievements to the dean, leads with faculty accomplishments rather than departmental management strategies. Graduate students and professors in that department understand that their work will be recognized and celebrated, not appropriated by administrative oversight. This recognition culture attracts top talent and retains valuable team members who might otherwise seek environments where their contributions receive proper acknowledgment.

    The ripple effect of recognition

    When leaders consistently elevate their teams, they create a cascade of positive behaviors throughout the organization. Teachers who feel appreciated by their principals are more likely to recognize and celebrate their students’ achievements. Support staff who see their contributions highlighted become more invested in finding innovative solutions to operational challenges. The entire educational community benefits when recognition flows freely rather than accumulating at the top of the organizational chart.

    This dynamic is particularly powerful in educational settings because it models the same growth mindset we want to instill in students. When young people see adults in their schools celebrating each other’s successes and sharing credit generously, they learn valuable lessons about collaboration, humility, and community building that extend far beyond academic subjects.

    Strategic communication for team-focused leaders

    Educational leaders might worry that stepping back from the spotlight will make them appear weak or uninvolved. The reality is quite the opposite. Stakeholders, from school board members to parents to community partners, are sophisticated enough to recognize that strong leaders create environments where others can excel. A principal who consistently highlights teacher innovations demonstrates their ability to recruit, develop, and retain talent. A superintendent who celebrates individual school achievements shows their skill at creating systems that enable success across diverse environments.

    The key is strategic communication that makes the leader’s supporting role visible without overshadowing team members. When presenting achievements, effective leaders briefly acknowledge their role in creating conditions for success before diving deep into team member accomplishments. They might say, “We’ve worked hard to create an environment where innovation can flourish, and I’m excited to share what our incredible faculty has accomplished.”

    Practical implementation strategies

    Educational leaders can begin implementing this philosophy immediately through simple but powerful changes in communication habits. Instead of using “I” language when discussing successes, they can shift to “we” and “they” language that emphasizes team contributions. Rather than accepting speaking engagements about leadership strategies, they can recommend team members as presenters on innovative practices.

    Internal communications offer rich opportunities for team recognition. Weekly newsletters, staff meetings, and board presentations become venues for celebrating individual and group achievements. Social media platforms allow leaders to amplify team member successes to broader audiences, creating positive publicity for both individuals and the organization. Two of the deans I currently work with are excellent examples of such active supporters of their faculty. Informal leaders can participate as well by highlighting their colleagues’ accomplishments via posting congratulatory notes on LinkedIn or other social media sites.

    The long-term leadership legacy

    Education leaders who consistently spotlight their teams create lasting legacies that extend far beyond their tenure. They build cultures of recognition and collaboration that persist even when leadership changes. More importantly, they develop future leaders among their team members who understand that true leadership means elevating others.

    In an era when educational institutions face unprecedented challenges, from funding constraints to political pressures to rapidly changing technology, leaders who can inspire and retain talented teams have a significant competitive advantage. These leaders understand that their success is measured not by their personal recognition, but by their ability to create environments where others can achieve their highest potential.

    The most effective leaders recognize that the spotlight is not a zero-sum game. When they illuminate their teams’ achievements, they don’t diminish their own leadership; they demonstrate it in its most powerful form. In education, where the ultimate goal is developing human potential, leaders who model this philosophy create ripple effects that benefit students, staff, and communities for years to come.

    Steven M. Baule, Ed.D., Ph.D.
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  • Four education innovators honored with the 2025 Harold W. McGraw, Jr. Prize in Education

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    Four leaders charting bold new paths in education will be celebrated as the 2025 recipients of the Harold W. McGraw, Jr. Prize in Education. Presented by the McGraw Family Foundation in collaboration with the University of Pennsylvania Graduate School of Education (Penn GSE), this distinguished award recognizes Rapelang Rabana, Joe Wolf, Dr. Cathy N. Davidson, and Dr. Frederic Bertley for their pioneering contributions that have advanced learning opportunities and impacted countless lives.

    For more than 40 years, the McGraw Prize has championed leaders who have had a profound impact on our world, so that others might follow their example and extend that impact. Prizes are awarded in three categories: pre-K–12 learning, higher education, and lifelong learning. This year’s winners will receive an award of $50,000 and an iconic awards sculpture at a ceremony on November 13.

    “This year’s class of McGraw Prize winners combines highly innovative approaches to learning with results that transform lives,” said Harold McGraw III, former Chairman and CEO of The McGraw-Hill Companies. “They meet the highest standards of educational excellence and are a tribute to my father’s dedication to literacy and educational opportunity.”

    “The McGraw Prize honors those who push the boundaries of what’s possible in education,” said L. Michael Golden, Vice Dean of Innovative Programs & Partnerships at Penn GSE. “This year’s winners are true innovators — leaders who are rethinking how learning happens, redefining who gets to learn, and creating solutions that will shape the future for generations to come.”

    The 2025 Winners

    Pre-K-12 Education Prize: Rapelang Rabana and Joe Wolf are redefining what’s possible for children who are furthest from educational opportunity. As co-CEOs of Imagine Worldwide, they are delivering a massively scalable, evidence-based education technology solution to the global foundational learning crisis. Imagine’s solar-powered, offline tablets deliver personalized learning to Africa’s most marginalized children — because literacy and numeracy are the keys to unlocking a child’s potential. Under their visionary leadership, Imagine Worldwide has become a global leader in self-guided, tablet-based literacy and numeracy programs that are rigorously tested, grounded in evidence, and delivered in partnership with local communities and national governments. The results are transformational: nine randomized controlled trials across different countries, languages, and contexts have shown substantial gains in learning outcomes, even in the absence of trained teachers, internet, or electricity. Together, these co-winners exemplify the bold innovation and impact that define the McGraw Prize. Learn more about Imagine Worldwide.

    Higher Education Prize: Dr. Cathy N. Davidson has spent her career reimagining higher education for a rapidly changing world. A leading voice in digital literacy, learning science, and interdisciplinary innovation, she is known for translating research into action — and for helping institutions evolve to meet the needs of all students. At the Graduate Center of the City University of New York (CUNY), where she is a Distinguished Professor, she founded the Futures Initiative to promote equity, social mobility, and student-centered learning at every level of the university. She also serves as Senior Advisor on Transformation to the CUNY Chancellor, focusing on student success and inclusive, career-connected learning across CUNY’s 26 campuses. Her work reflects ideals the McGraw Prize was created to honor: bold thinking, equity-driven practice, and a lifelong commitment to transforming education for the public good.

    Lifelong Learning Prize: By re-envisioning how science is shared, taught, and experienced, Dr. Frederic Bertley has ignited a lifelong love of STEM learning in millions. As president and CEO of the Center of Science and Industry (COSI) in Columbus, Ohio, he has transformed a regional science museum into a globally recognized leader in STEM education. COSI now reaches more than one million learners annually through immersive exhibits, hands-on outreach, and Emmy Award–winning media programs that extend science education far beyond museum walls. Dr. Bertley exemplifies Harold W. McGraw Jr.’s belief that education is a lifelong pursuit — and a catalyst for individual and societal progress.

    The Harold W. McGraw, Jr. Family Foundation selected Penn GSE as the home for the McGraw Prize in 2020. Penn GSE is recognized internationally for its cutting-edge initiatives, distinguished faculty, and as a training ground for top educators and leaders. The partnership includes administering the annual prize in November, and ongoing programming with more than 100 past winners, including symposia and a webinar series.

    Through a public nomination process, McGraw Prize awardees were submitted for consideration by their peers, with winners then selected during three rounds of judging, including a final round by an independent panel of esteemed leaders in the field. Past winners have included teachers, professors, superintendents, university presidents, non-profit leaders, entrepreneurs, and public officials. Many continue to play major roles across the education landscape.

    To learn more, visit McGrawPrize.com, sign up for our mailing list and follow us on LinkedIn.

    ABOUT THE HAROLD W. MCGRAW, JR. FAMILY FOUNDATION

    The Harold W. McGraw, Jr. Family Foundation, established by Harold W. McGraw, Jr., is a not-for-profit private foundation whose primary mission is focused on education, youth services, community health and medical research. Harold W. McGraw, Jr. was the Chairman and CEO of McGraw-Hill and dedicated his life to education and literacy.

    ABOUT THE UNIVERSITY OF PENNSYLVANIA GRADUATE SCHOOL OF EDUCATION

    Penn GSE is one of the nation’s leading and top-ranked research education schools. The school is notably entrepreneurial, launching innovative degree programs for practicing professionals and unique partnerships with local educators. It is also home to the Milken-Penn GSE Education Business Plan Competition and centers such as Catalyst @ Penn GSE, a hub for global education innovation.

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  • Building a literacy framework that works: A district leader’s journey in Peoria

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    Key points:

    When I stepped into the role of curriculum coordinator for Peoria Public Schools District 150 in 2021, I entered a landscape still reeling from the disruption of COVID-19. Teachers were exhausted. Students had suffered interrupted learning. And the instructional frameworks in place–particularly in literacy–were due for serious reexamination.

    Initially, the directive was to return to our previous Balanced Literacy framework. But as I dove into research, attended conferences, and listened to thought leaders in the field, it became clear: The science was pointing in a different direction. The evidence base for Structured Literacy was too compelling to ignore.

    What followed wasn’t an overnight change. It was a careful, multi-year shift in philosophy, practice, and support. We didn’t have the budget for a full curriculum adoption, so we focused on building a practical, research-aligned framework using targeted resources and strategic professional learning.

    A patchwork quilt with purpose

    In Peoria, where many students were performing one or two grade levels below benchmarks, we needed a literacy framework that could both repair learning gaps and accelerate grade-level achievement. That meant honoring the complexity of literacy instruction by balancing foundational skills, writing, vocabulary, and fluency.

    Our current model includes explicit handwriting instruction, structured phonics and phonemic awareness, and targeted word study, paired with guided small-group instruction informed by student data. We built in an hour each day for foundational work, and another for what we call “guided individual practice,” where students receive support aligned to their needs–not just grade-level expectations.

    We were also honest about staffing realities. We no longer had interventionists or instructional coaches in every building. The burden of differentiation had shifted to classroom teachers, many of whom were navigating outdated practices. Transitioning from “guided reading” to true data-informed small groups required more than new tools. It required a new mindset.

    Supporting educators without overwhelming them

    Change management in literacy instruction is, at its core, about supporting teachers. We’ve been intentional in how we provide professional development. Our work with the Lexia LETRS professional learning course has been especially transformative. Recognizing the intensity of the full cohort model, we supplemented it with a more flexible, self-guided version that teachers could complete during PLC time. Today, every 1st and 2nd grade teacher in Peoria has completed Volume 1 of the professional learning course, and our next cohort is set to begin with kindergarten and third-grade educators.

    That blended approach–respecting teachers’ time while still delivering deep learning–is helping us move forward together. Our educators understand the “why” behind the change and are beginning to feel empowered by the “how.”

    Technology as a partner, not a solution

    Technology plays a meaningful role in our framework, but never in isolation. We initially implemented a digital literacy program for students in grades 5-8 who were below benchmark, but the rollout revealed key challenges. Students were resistant. Teachers lacked the training to connect software data to instruction. And the result felt more punitive than supportive.

    Rather than abandon technology, we shifted our model. We now provide Lexia Core5 Reading to every student in grades 2-4, creating a consistent, equitable implementation that supports differentiated instruction while relieving teachers of the burden of sourcing materials themselves. The program is easy to use, offers actionable reports, and provides a strong starting point for targeted instruction.

    Still, we’ve been clear: Software alone won’t move the needle. Teachers must be part of the equation. We continue to train educators on blended learning practices, helping them use technology as a springboard, not a substitute, for effective instruction.

    From compliance to commitment

    One of our next major shifts is moving from compliance to intentional practice. In a large district with approximately 13,000 students across 29 buildings, it’s easy to focus on usage metrics. Are students meeting their minutes? Are teachers checking boxes?

    But the true measure is learning. Are students making progress? Are teachers using the data to inform instruction?

    We’re investing in professional development that reinforces this mindset and are exploring how to bring more coaching and modeling into classrooms to help operationalize what teachers are learning.

    Advice for fellow district leaders

    If there’s one takeaway from our journey, it’s this: Don’t rush. Take the time to align every piece of your literacy framework with evidence-based practices. That includes everything from phonics and handwriting to the way letters are introduced and small groups are formed.

    Lean on the research, but also listen to your teachers. Usability and educator buy-in matter just as much as alignment. And remember, literacy is a long game. State assessments, early screeners, and benchmark data are just pieces of the puzzle. The real impact takes time.

    What keeps me going is the feedback from our teachers. They’re seeing students blend and segment words with confidence. They’re noticing fewer behavioral issues during literacy blocks. They’re asking deeper questions about how to support readers. That’s the kind of progress that truly matters.

    We’re not finished. But we’re headed in the right direction–and we’re doing it together.

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    Lindsay Bohm, Peoria (Ill.) Public Schools District 150

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  • Opinion: Data silos need to be addressed but so do people silos, says Hitachi Vantara CEO

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    Across industries, organisations have made significant strides in dismantling data silos by investing in integrated platforms that promise improved efficiency and speed. But even as digital transformation accelerates, many continue to overlook a more complex and human barrier: the silos between people.

    These invisible boundaries, across teams, departments, or regions, slow innovation, reduce agility, and fracture accountability. According to a 2021 McKinsey report, data silos alone cost the global economy $3.1trn annually. The cost of people silos, while harder to quantify, is just as material.

    The next frontier in leadership is not only about better technology. It’s about addressing the human architecture of collaboration. Leaders can start to address these challenges by focusing on collective responsibility, trust and transparent communication.

    In siloed environments, accountability is often interpreted as isolation. Different teams pursue their own metrics and priorities, rarely aligning around shared outcomes. For instance, product teams may push roadmap features based on internal goals while service teams advocate for client-driven enhancements. The result is that teams are racing towards the finish line without shared ownership of the outcome.

    To break this cycle, leaders must redefine accountability as a collective responsibility. When success is shared, alignment becomes natural. Teams are more likely to collaborate, anticipate one another’s needs, and focus on advancing the mission together.

    However, to achieve this type of collaboration, it’s important that a leadership team agree to shared strategic objectives, goals and a mission. This doesn’t eliminate expectations for individual performance, but it can shift everyone’s focus towards working well together as a group to support one another in accomplishing greater goals.

    Some practical ways to achieve this include establishing cross-functional KPIs and celebrating collaboration publicly. By rewarding collective achievement, leaders can prevent fragmentation and direct all teams toward common goals.
    Trust as the foundation to collective success

    Trust plays a foundational role in breaking people silos. Without it, even well-intentioned collaboration and accountability structures can feel forced. Unlike data silos, which are largely technical, people silos are deeply cultural — and only trust can bridge those divides. Trust can transform accountability into a positive cultural force. For instance, in high-trust environments, people don’t fear missteps; rather, they feel safe taking ownership, speaking up and learning lessons.

    Building this kind of trust requires leaders to acknowledge where misalignments have historically occurred and create space for genuine dialogue. That could mean holding listening sessions with disconnected groups or building feedback loops that keep communication open. Trust isn’t built in policy documents, it emerges when leaders repeatedly demonstrate openness, humility, and follow through.
    Trust emerges when leaders demonstrate transparency and consistency. Over time, this turns accountability from a compliance exercise into a positive cultural force.

    To understand what a company values, look at how it measures success. When performance is measured strictly within departmental walls, teams will compete for credit and protect resources. Instead, leaders should define goals that cut across functions and reflect shared outcomes.

    Transparency reinforces this way of working. Leaders should proactively involve cross-functional stakeholders during planning to build buy in. Additionally, communicating the “why” behind business decisions, not just the “what,” equips teams with the clarity to collaborate rather than compete.

    Leaders who work to integrate data but fail to connect people are missing a vital piece of true transformation. In markets that demand speed and real-time adaptability, disconnected teams will always fall short. As companies adopt AI and automation, it’s tempting to assume progress depends solely on technology. But even the smartest systems need smart, connected teams to realise their full potential.

    Breaking people silos is not just a cultural exercise, it’s a strategic imperative. Leaders who build collective responsibility, trust, and transparency will create organisations capable of moving faster, innovating more deeply, and sustaining growth in the face of constant change.

    “Opinion: Data silos need to be addressed but so do people silos, says Hitachi Vantara CEO” was originally created and published by Verdict, a GlobalData owned brand.

     


    The information on this site has been included in good faith for general informational purposes only. It is not intended to amount to advice on which you should rely, and we give no representation, warranty or guarantee, whether express or implied as to its accuracy or completeness. You must obtain professional or specialist advice before taking, or refraining from, any action on the basis of the content on our site.

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  • Districts eye proactive cyber threat protection as risks increase

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    This press release originally appeared online.

    Key points:

    Cybersecurity threats to K-12 schools are growing in frequency, sophistication, and cost, yet many school districts remain under-resourced and underprepared, according to the CoSN 2025 State of EdTech District Leadership report.

    The report highlights state-level actions to strengthen K-12 cybersecurity amid escalating threats and shrinking federal support and details recent legislative activity across five states. It also provides recommendations on governance, funding, workforce development, incident response, and data standards to help state and district leaders across the country secure the future of digital learning.

    Sixty-one percent of school districts rely on general funds rather than dedicated cybersecurity budgets to protect their networks and data, the report notes.

    Recent federal policy shifts, including the elimination of funding for the Multi-State Information Sharing and Analysis Center (MS-ISAC), have weakened national support for school districts. In response, states such as Arkansas, Massachusetts, Oregon, Pennsylvania and Texas are taking action. The 2025 legislative actions reviewed in the report provide ideas for developing and adopting policies that will help school districts and their partners address these challenges.

    “While federal support for K-12 cybersecurity is in turmoil, several states are advancing innovative, bipartisan legislation to help safeguard student data, improve incident response, expand insurance access, and build the cybersecurity workforce we urgently need,” said Keith Krueger, CEO, CoSN. “These states’ common strategies offer actionable ideas for state and district leaders across the country and underscores the importance of system-wide collaboration and strategic leadership.”

    Key findings

    • Eighteen K-12 cybersecurity bills were introduced in 2025 across the five states studied.
    • Seven bills became law–all in Arkansas and Texas–focused on insurance access, training and infrastructure support, cyberattack response, data practices, and risk assessments.
    • Sixty-one K-12-focused and broader cybersecurity bills were introduced across the five states in 2025 that would indirectly benefit K-12 cybersecurity, covering government systems, postsecondary institutions or crosscutting issues such as insurance, incident response, AI accountability and workforce development.
    • Several common policy strategies emerged across the cybersecurity legislation introduced or enacted in the tracked states:
      • Centralized cybersecurity governance and oversight
      • Cybersecurity insurance and risk management
      • Cybersecurity workforce development and education
      • Integration of cybersecurity into K-12 and higher education policy
      • Incident reporting and crisis response readiness
      • AI, privacy and cybersecurity intersection

    Policy recommendations

    • Establish or Strengthen Statewide K-12 Cybersecurity Governance: Designate a cybersecurity lead within the state education agency and ensure that school districts are included in state-level cybersecurity planning and governance bodies.
    • Fund and Require School District Cybersecurity Risk Assessments: Allocate funding for school districts to conduct risk assessments and develop mitigation strategies.
    • Align Workforce Policy with K-12 Needs: Support teacher certification in cybersecurity and create K-12 student pathways aligned with current and emerging workforce demand.
    • Mandate Incident Reporting and Create Response Protocols: Require timely reporting of cybersecurity incidents and support districts with coordinated response plans and training exercises.
    • Update Procurement and Data Governance Standards: Require that vendors meet minimum cybersecurity standards and align procurement processes with national frameworks.

    By adopting well-designed strategies–centralized oversight, insurance requirements, workforce investment, integrated planning and responsible innovation oversight–states can help their school districts move from reactive to resilient. Cross-sector collaboration and sustained investment will be critical to protecting students, educators and the integrity of public education systems.

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  • The joy of teaching and educator well-being  

    The joy of teaching and educator well-being  

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    Key points:

    Across the country, teachers like you are decorating classrooms, creating lesson plans, and preparing for new students. You have invested numerous hours planning how to help students learn and thrive. While teachers know how to prepare to help their students succeed, too often we forget to focus on what we need to prioritize our overall well-being so we can hold on to the joy of teaching. This back-to-school season is the perfect time to commit to you.

    I recently gave a presentation for Utah-based teachers called The Joy of Teaching: How to Sustain Your Professional Passion. I spent time talking with teachers about the importance of creating practical strategies that were centered on them, their well-being, and how to cultivate joy.

    As teachers, putting everyone else first and caring for yourself last is going to make it hard to sustain your passion for the teaching profession, much less sustain your mental health and overall well-being. The work that teachers do touches every profession and impacts every community. 

    You matter. So, talking about educator well-being and cultivating the joy of teaching must matter too.

    Joy matters not just because it feels good. That’s a bonus. It matters because it is good for you. There is ample research that shows us joy can increase our emotional resiliency, it can increase job satisfaction, can help protect our body from the effects of stress and pain, and can have an overflow factor where it spreads to other people and aspects of our lives.

    But how do we find and embrace joy in our busy worlds?

    We choose to cultivate a mindset that endures over time. In order to do this, we need practical strategies that we can apply no matter the season of life or how many years we have been in the classroom.

    To get started, be clear about your core values. Core values can be our guide and help us be our best selves. Ask yourself these questions:

    What matters to you?

    What is your lived experience?

    Who are your role models and why do you look up to them?

    What gets you up in the morning?

    Intentionally make time to build community with other educators. Communal care is integral to cultivating joy in teaching.  Having a mentor, being a mentor, and getting connected to professional organizations can help you sustain your joy in teaching.  We need safe professional relationships that make space for us to grow and ask for help. 

    Cultivating joy requires self-reflection and self-regulation, in addition to sharing experiences with your community. Make it a point to pause to recognize and understand your emotions to nurture your emotional intelligence. Pausing helps you to see the good, even on the hard days.  It will make you resilient and is like a sponge for integrating joy into your life and your work.

    One question that I often ask teachers is what drains them and what fills them up throughout the day. It’s amazing how many people have not taken the time to reflect on this. Asking yourself this is like putting Google Maps on your mental health journey. You’ll have directions.

    We all have different answers. For me, I get filled up with meaningful connections, seeing students and teachers thrive, and practicing gratitude. I quickly lose energy and mindfulness when I’m in a cluttered workspace, working in isolation, or when I find myself very overcommitted to activities that prevent me from prioritizing my well-being.

    Do some reflection and try to decide each week how you can do more of what fills you and less of what drains you. It’s also useful to ask yourself what your unique contribution is to the teaching space. Pause to reflect on how your voice, knowledge, and experience benefit you as a teacher.  For some of us, it helps to take some time to remember your “why” for getting into this profession. What motivated you to become a teacher? Or maybe who motivated you to step into education? It’s time to get excited about that part again. And the great news is, teacher-leader joy helps your students succeed.

    Another way to hold on to your joy is to know your capacity. Have a plan for when you feel overwhelmed. You’re human. It’s going to happen. Knowing your capacity helps you to identify where to put your time and your focus when life is hard. Think about what you need to do, delegate, and delete.  Take some time to ask yourself if you have what you need to thrive. As flight attendants always say, put your oxygen mask on first before helping others. Focusing on taking care of you doesn’t make you selfish–it helps you be healthy.

    And with all of that, you’ll be ready for the parade of smiling faces coming your way. Thank you for being part of one of the most important professions in our country. Your work has a lasting impact. We respect you and we appreciate you. Be well.

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    Dr. Mamie L. Pack, Western Governors University

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  • 3P Learning’s Mathletics Program Earns ESSA Level II Certification and ISTE Seal

    3P Learning’s Mathletics Program Earns ESSA Level II Certification and ISTE Seal

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    NEW YORK — 3P Learning, a global leader in online education for school-aged students, announces Mathletics, the company’s math program for intermediate learners, has achieved Level II certification under the Every Student Succeeds Act (ESSA). Mathletics also earned the ISTE Seal this spring. These acknowledgments, granted to programs demonstrating exceptional quality and evidence-based positive impact on student success, come as education leaders double down on programs shown to increase academic achievement. 

    LearnPlatform by Instructure conducted an independent study in accordance with ESSA Level II requirements to evaluate the effectiveness of Mathletics in improving academic achievement. The study analyzed NWEA MAP® testing scores from 1,885 third- through fifth-grade students across eight schools within a single district. The comparison focused on the performance of 1,561 students who used Mathletics versus 324 who did not use the program. 

    The research team found: 

    • Students who used the Mathletics program “moderately” or “heavily” had higher end-of-year scores than those who had not used the program often.
    • If a student at the 50th percentile had used Mathletics, it would result in the student moving to the 54th percentile on average—a 4 percentile point improvement.

    Mathletics joins 3P Learning’s K-3 math program, Mathseeds, in achieving ESSA Level II certification. Combined, the duo provides a comprehensive, evidence-based math solution from kindergarten through middle school. 

    The ISTE Seal is awarded to educational technologies that excel in innovation, accessibility and enhancing student learning experiences. Mathletics was recognized for its:

    • Engaging and Personalized Learning: A gamified learning experience that tailors lessons to fit individual student needs.
    • User-Friendly Interface for Educators: An intuitive, navigable user experience including instructional videos for educators and differentiation tools to simplify classroom management.
    • Comprehensive Progress Tracking: A complete and comprehensive method for monitoring student progress via analytics and feedback.

    “Teachers and administrators tell us every day that evidence of effectiveness is crucial,” said Katy Pike, Chief Product Officer at 3P Learning. “These results underscore the ability of Mathletics to significantly improve math skills and effectively narrow the achievement gap. When educators provide students with engaging activities and motivating challenges, learning math becomes fun and rewarding—that’s what leads to academic growth.” 

    To learn more about Mathletics, please visit https://www.mathletics.com/us/. 

    About 3P Learning  

    3P Learning is a global leader in online education for school-aged students and offers a multi-award-winning suite of programs covering mathematics (Mathletics and Mathseeds) and reading (Reading Eggs). Serving more than 18,000 schools in over 130 countries, our classroom solutions have been created by experienced educators and are backed by over 20 years of research. 

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  • Trader vs. Hero Mindset: Why A Healthy Society Needs Both

    Trader vs. Hero Mindset: Why A Healthy Society Needs Both

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    Do you see yourself as more of a “trader” or a “hero?” Learn about these two distinct mindsets, and understand how balancing moral duty and economic ambition can lead to a more harmonious and sustainable future for humanity.

    The hero mindset vs. the trader mindset are two distinct ways people see their roles and responsibilities in a healthy society.

    Each one focuses on different values and priorities, but a balance of both is often needed for a society to function and flourish.

    Here’s an outline of what defines each mindset.

    Trader Mindset

    The trader mindset dominates our current culture. It places emphasis on individualism, material gain, and personal freedom. This mentality often asks, “What can life give me?” and is driven by the pursuit of happiness, pleasure, and profit.

    It’s especially characteristic of American life and contemporary Western thinking, where people tend to see their value only in terms of economic or material output: “What do you do for a living? How much money do you make? How big is your house?”

    Key attributes of the trader mindset include:

    • Rights-Oriented: The trader mindset focuses on personal rights and freedoms, operating on the principle of doing what one wants as long as it doesn’t harm others.
    • Materialism: The trader mindset is materialistic and money-driven, placing a high value on comfort, pleasure, and luxury.
    • Individualism: The trader mindset is competitive, individualistic, and often sees life as a series of transactions aimed at maximizing personal advantage rather than collective well-being.
    • Utilitarian Approach: They adopt a business-minded and utilitarian perspective, often focusing on what is pragmatic and realistic, rater than engaging in abstract and idealistic goals.
    • Status Climbing: Traders often strive for increased status, wealth, or power, engaging in frequent social comparison, and viewing most aspects of life as a social ladder to climb.

    The trader mindset is a product of liberal and Enlightenment philosophy, reflecting the values of individual rights and free market capitalism. It promotes a “mind your own business” attitude which emphasizes personal freedom and the pursuit of happiness, but can also lack a sense of social duty.

    In excess, the trader mindset can lead to negative behaviors such as excessive swindling, grifting, corruption, and fraudulent schemes. People become willing to seek material gain at any moral cost, believing that everyone is inherently greedy and selfish, thus creating a “dog eat dog” world.

    Hero Mindset

    The hero mindset is less common and in many ways it’s more needed in our current society.

    The heroic mindset is characterized by a focus on duty, sacrifice, and the greater good. Those with this mentality often ask, “What can I give to life?” rather than “What can life give me?” This approach emphasizes responsibilities over rights and prioritizes the well-being of others over personal gain.

    Key attributes of the hero mindset include:

    • Duties-Oriented: Heroes feel a strong sense of duty and responsibility toward others and society. They ask themselves how they can best serve their family, community, nation, or humanity as a whole.
    • Idealism: The hero mindset seeks higher ideals than just status or wealth, such as honor, loyalty, and devotion to a higher purpose, striving to do what is right at all costs, even if it means facing death.
    • Collectivism: The hero mindset is communitarian-minded, often emerging in contexts like the military, team sports, or tight-knit organizations where serving a greater whole is paramount.
    • Warrior Spirit: Heroes embrace challenges and are willing to sacrifice their comfort and security for the common good, embodying a warrior mindset that values moral and spiritual achievements over material ones. The hero isn’t afraid to ask, “What am I willing to die for?”
    • Leadership and Accountability: Heroes are willing to stand up and take charge when no one else will. This means assuming leadership roles and taking risks, as well as accepting blame and responsibility when things go wrong.

    In essence, the heroic mindset is about fighting for something greater than oneself.

    Heroes can take many different forms. It’s not only about sacrificing yourself on a battlefield or saving a child from a burning house. Being a hero can also mean dedicating your life to a social cause, being a leader in your local community, taking care of your family, or creating more beauty in the world through art or music.

    While the heroic mindset can lead to noble actions, in excess it can also result in zealotry, self-destructive martyrdom, or an inflexible approach to moral issues. Extreme idealism might push individuals to pursue their goals without considering practical consequences, potentially leading to conflict and alienation.

    Balancing the Mindsets

    Ultimately, both the hero and trader mindsets offer valuable insights into different motivations behind our behaviors and life choices. While the heroic mindset emphasizes sacrifice, duty, and the greater good, the trader mindset focuses on personal gain, freedom, and material success.

    A healthy and sustainable society needs both traders and heroes. A society run solely by traders may prioritize profit over moral values, leading to widespread corruption and a lack of social responsibility. On the other hand, a society with only a heroic mindset might struggle with practicality and flexibility, leading to social conflicts and unrest.

    Striking a balance between these mindsets can help us achieve a harmonious approach to personal fulfillment and social responsibility, creating a society that values both individual rights and communal well-being.


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    Steven Handel

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  • Best of ISTE—PowerSchool Drops Data in Its Annual Education Focus Report

    Best of ISTE—PowerSchool Drops Data in Its Annual Education Focus Report

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    PowerSchool today released findings from its 2024 Education Focus Report for the 2024-2025 school year. The report offers an in-depth analysis of the key challenges and innovations currently shaping the U.S. education landscape going into the 2024-2025 school year. Drawing from a national survey of 1,620 educators, alongside 12 focus groups and 12 interviews engaging over 75 district leaders, teachers, parents, and students, the report provides critical insights into the evolving needs and priorities of the education community.

    eSchool was given a sneak peek into the data in Denver last month when PowerSchool’s VP of Education Strategy, Ryan Imbriale (left) hosted a panel featuring K-12 educators, which included:

    • Pati Ruiz, Senior Director of Edtech and Emerging Technologies, Digital Promise
    • Addison Davis, Partner and Education Consultant, Strategos Group and former K-12 superintendent
    • Susan Moore, Director of Technology at Meriden Public Schools (Meriden, Connecticut)

    Click below for a snippet:

    Download the report here

    Below is an overview of some of the key insights & learnings stemming from the report: 

    Educators see benefit of personalized learning, but traditional beliefs are getting in the way:

    • PowerSchool found education leaders see competency and mastery-based learning as key to improving student engagement and outcomes. However, educators said changing traditional beliefs about what education looks like is the #1 hurdle to implementing more personalized learning models, showing that many leaders recognize the need for personalized learning but struggle with how to shift traditional views.

    Educators are open to new technologies like AI, but still in a “wait and see” mode:

    • 70% of district leaders believe AI can enhance teaching and learning— up from 53% in 2023 and 60% of school leaders and educators believe AI can enhance teacher practice and development.
    • Despite the increased excitement on AI in the classroom, only 8% of respondents are using AI in classrooms and only one in five district leaders reported that their school system is developing guidance on AI.
    • Many districts are in a “wait and see” mode, looking to early adopters and third parties for guidance on how to safely and securely implement AI technology.

    Staffing, hardware purchases, tutoring programs and teacher salary increases are the top four initiatives education leaders plan to financially deprioritize this school year:

    • When education leaders were asked which initiatives they would consolidate or stop entirely in the 2024-2025 school year, staffing (45%), purchasing new hardware (30%), tutoring programs (25%) and teacher salary increases (22%) came up as the top four areas to financially deprioritize.

    Caregivers want more personalized communication:

    • Enhancing communication and engagement between schools and homes is vital for student success, but caretakers are busy and must navigate a complex stream of information about their child’s education daily.
    • PowerSchool interviewed caregivers about their experience communicating with schools and found they would like more personalized and streamlined notifications from schools about schedules, policies, and key milestones, ideally all through one tool, not many.
    • They also said they are rarely asked about communication preferences. For example, some shared they receive texts for one child and emails and physical mail for another child, but their schools did not invite input on what is best for them.

    Disengagement and lack of family support are top reasons for decline in student attendance:

    • When it comes to attendance, seven in 10 educators agree that student attendance has been a significant challenge in their school system since the pandemic with disengagement, lack of family support and mental health issues called out as the top three reasons.

    Teachers don’t believe the “one teacher, many students” model is working for students:

    When exploring the modern education workforce, PowerSchool found that teachers are seeking better work/life balance, professional development, and intuitive technology.

    • The key thing leaders said must be addressed to make the teaching profession more sustainable is “Reducing teacher, student intervention, and parent communication workloads.”
    • And when asked what teaching model schools were following, over seven in 10 responded that the “one teacher, many student” model is the mainstay, even though nearly two-fifths of educators (36%) said the “one teacher, many students” model is not working for students.
    • PowerSchool also found that the top three things adding to teachers’ workloads were:
    1. Disruptive behavior
    2. Student intervention planning
    3. Parent communication and engagement
    Kevin Hogan
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    Kevin Hogan

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  • Moving from industrial education to deeper learning

    Moving from industrial education to deeper learning

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    Key points:

    Today’s students need to develop a broad and well-rounded body of knowledge. When this is compartmentalized into different areas of expertise, however, they may not develop the tools to integrate information and skills from disparate areas when they begin working at jobs that we can’t even imagine today. If we can move beyond the industrial model and engage in place-based education that connects to the community outside the school, teachers can still be experts, but they can also be facilitators who open the door to a world of potential partners with their own areas of expertise.

    The industrial model has also put us out of touch with the human side of education. There has been some effort to bring the human touch back with the increased focus on social-emotional learning (SEL), but educators need to put that work at the core of what they’re doing.

    Ulster Board of Cooperative Educational Services (BOCES) is addressing these issues by adopting the competencies, or learning dispositions, of deeper Learning. The original Deeper Learning Network was established in 2010 by the William & Flora Hewlett Foundation to serve as a source of innovation. The network of 10 school networks spans a mix of charter and traditional public schools across 41 states and serves more than 200,000 students. Each school network has a unique approach to delivering deeper learning with a shared purpose to promote better educational outcomes for young people. Deeper learning creates profound experiences that tap into each learner’s uniqueness and that are rooted in connection, relationship, and creativity.

    Here’s how this approach is transforming our teaching and learning, along with some advice on finding entry points to this kind of work in your own district.

    Overcoming the challenges of school transformation

    Embracing deeper learning poses the same challenges inherent in any school transformation. How will we prepare students for state assessments? Where will we find time to reach out to and collaborate with community partners? What if we don’t do a particular activity that’s tied to an evaluation?

    A school or district’s values are expressed most explicitly in its schedule and budget. If we have eight periods in a day and decide students need six academic subjects, a lunch, and a period of physical education, what is the value statement here? Does that mean we need shorter periods to add one to the day? Does it mean that we train our teachers to offer relationship and human-centric education one day a week, or ask teachers of academic subjects to spend a certain amount of time on it each week? These solutions each have costs, but if relationships are important to us, we’ll find a way to include building them into our schedule and within our budget.

    After the onset of COVID-19, district leaders realized that students needed SEL more now than ever and found creative ways to squeeze it into their existing schedule–and, in time, many found ways to scale and incorporate it more fully and naturally into their schedule and budget.

    And so it is with deeper learning. Something as critical as school transformation can’t happen overnight, but every school and district has entry points to begin to do this work in ways that make sense for students, teachers, and communities.

    Moving toward deeper learning in our own district

    Ulster BOCES began working toward deeper learning with our partners at High Tech High a decade ago. We were focused on learning how to create an environment to support the kinds of relationships we wanted to help build between teachers and students. That’s where the magic happens. In the school environment, teachers have the greatest and most direct impact on students.

    The role of leadership is important as well, and over time we began to think about the conditions that allow for excitement, experimentation, failure, and revision to occur. Those conditions and the disposition behind them are the same for high school students as they are for adult learners. Our leadership team started asking its members:

    • What are the leadership moves we need to make so that our teachers feel good about stepping into this role and feel ready to be designers of these kinds of experiences?
    • Are we leading in a way that models for our teachers how we’d like to see our students learning?
    • Are we asking teachers to engage in the same process we would like to see them create in the classroom?

    In the fall of 2023, we held a superintendent conference where, for the first time, we invited all of Ulster BOCES’ staff members, including custodial, food service, and clerical, to begin thinking together about the protocols, structures, and equity-based dispositions that drive toward deeper learning. The main theme of the day was connection: revitalization of old connections and the forging of new ones. It was an opportunity to think about who we are as an organization and where we want to go next. It included acknowledging that we want to do things differently, while highlighting all the amazing things we do in our district that we want to continue.

    Once we made the commitment to deeper learning, micro-moments of change began happening all around the district as individual teachers learned and jumped in. That is often the case with institutional innovation–change occurs in tiny pockets. Innovation can be a lonely place; it is our role as district leaders to stitch those pockets together into a quilt that all can share.

    Identifying your district’s entry points

    Sometimes the entry point for transformation is as simple as shifting your professional development opportunities to allow your teachers to learn the way you want their students to learn.

    In the specific case of deeper learning, I recommend experiencing it in action. This summer, Ulster BOCES will be hosting Deeper Learning New York 2024 (#DLNY24), a conference designed to help school and district administrators explore entry points for this work and begin planning next steps. As participants engage in interactive workshops, immerse themselves in deep dives, and attend dynamic den talks, they’ll have the opportunity to experience deeper learning from the student’s point of view.

    Student voices should also inform the shape that transformation takes. Bring them together to talk about what they would like to see before you begin and continue the dialogue about their experiences as you begin to make changes. Ask them what is different in their experiences, how their opportunities have changed, and what new possibilities they imagine going forward.

    Along the way, take a peek beyond the industrial education system as it exists. High Tech High (HTH) has many resources and examples of how powerful deeper learning can be. No two school districts are exactly the same, and our entry points to this work–and the new models we’ll come up with as a result–will vary accordingly. HTH is a leader in this work, but there are many other districts and schools across the country undergoing similar transformations. If the HTH approach to deeper learning won’t fit within the context of your district, find administrators interested in transformation at districts that are more similar to yours.

    Rome wasn’t built in a day. The point is continuous improvement toward a more engaging, personal, and equitable means of teaching and learning. Along the way, don’t be afraid to explore. Some districts are further ahead in certain areas than others, but we’re all trying to solve the same problems. Together, we are going to build a boundary-free network to have these conversations. If you have an appetite for change, let’s figure out together what’s possible.

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    Dr. Jonah Schenker, Ulster BOCES

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  • Personalized Learning: eSN Innovation Roundtable

    Personalized Learning: eSN Innovation Roundtable

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    Personalized learning has emerged as a pivotal strategy in educators’ quests to meet students where they are and boost engagement. Still, equitable access to technology, the right PD, and better assessment tools can make or break these instructional efforts.

    During an eSchool News Innovation Roundtable with a focus on personalized learning, moderated by eSchool News Content Director Kevin Hogan, school leaders discussed their experiences with personalized learning, where they’ve found success, and what they think it will look like in the future.

    Participants included:

    • Dr. Matthew Callison, Director of Innovation and Strategic Partnerships, South Fayette Township School District (PA)
    • Diego Ochoa, Superintendent, San Mateo-Foster City School District (CA)

    Key takeaways and insights from the roundtable include:

    What does personalized learning mean in the day-to-day management of a school district?

    “We think about how we can provide more personalized opportunities for students in terms of course content and learning experiences,” said Callison. “I think there’s an element of that that involves technology, but really, how can we keep the human at the center while also creating more authentic and powerful learning opportunities for students that are relevant to their future.”

    In fact, looking to the future is a key part of personalized learning. “At a high level, thinking about what are these opportunities that are relevant to students now and as they look to their future, and how we can create that in the district, whether that’s a new physical space or a new program, and then taking time to build out teacher capacity, build buy-in from teachers, build those relationships,” Callison said. … “That’s one of the ways we’re approaching personalized learning, just creating those more meaningful opportunities for students that traditionally haven’t been in school.”

    “Personalized learning is about creating learning experiences that put the decision-making into the hands of kids, of what those students want to do, and what those students are excited to learn more about,” Ochoa said. “You’ve got to have a curricular design for it, an approach that wants technology to come into the picture without being the entire thing. And think about how the adults in your system facilitate personalized learning. It’s really about getting into that student space and asking those big questions that allow them to drive their learning in the direction they feel passionate about.”

    Take every opportunity to see personalized learning in action–in your district, a new district, or a professional conference

    “You have to go to these hubs where ideas are shared, because districts present at those places because we know it’s an extension that often comes back with another idea,” Ochoa said. “When you get your foot in the door, you come back with a list of things you want to follow up on.”

    “You can’t unsee something, so by visiting a school or startup company and seeing how they do things, or seeing a new program in another school, [it] just opens your eyes to what’s possible,” Callison said.

    “Sometimes it’s just about sharing [within your district], just giving teachers that opportunity to learn from another adult–even if it’s a peer in their own district,” Ochoa said. “We see the design of personalized learning as one thing, we see the investment of personalized learning as one thing, we see the theory of it, but there’s also a practitioner space. You have to get into that space and work with these folks to understand how they are turning it into action with the kids.”

    What’s next for personalized learning?

    “We’re helping students understand their strengths, interests, and career preferences,” Callison said. “We’ll continue to build out opportunities and programs that are built with intentionality, around being inclusive, and around inviting all students to participate in them. We’ll continue to explore different technological solutions that could provide that extra support we’re all looking for. I don’t think there’s any magic bullet, but there’s definitely a place for technology to plug in to provide support, both for the teachers and for the students–and even for building better communication between students, family members, and teachers.”

    With help of a grant, Ochoa’s district will aim to boost personalized learning opportunities at schools that serve 80 percent or more students who are homeless, foster youth, multi-lingual learners, or low-income.

    We have tremendous income inequality,” he said. “What’s on our agenda in the next five years is to seek out innovative thinking and innovative programming that’s individualized–that we can bring to these schools in particular. We want to give their kids experiences at their schools that bring all this content to them.”

    See more eSN Innovation Roundtables exploring critical education issues

    Related:
    Agency and self-direction: Giving students a voice
    3 simple strategies to supercharge student growth
    For more news on personalized learning, visit eSN’s Innovative Teaching hub

    Laura Ascione
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    Laura Ascione

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  • Community is Key to Saving Schools

    Community is Key to Saving Schools

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    While not a new concept, the importance of building a sense of community within school districts has never been more apparent, especially in the wake of the pandemic. In a recent survey by the Education Advisory Board, 80% of superintendents reported that student behavior has worsened over the last four years, and 74% reported that parent communication has become more disrespectful. 

    Dr. Joe Phillips, Broward County Public Schools’ (FL) Chief Information Officer, and Sam Chaudhary, CEO of ClassDojo, got into the weeds in person last month on this topic at a CoSN session and were gracious enough to follow up with me via Zoom. In this conversation, they explore how leaders can leverage technology to foster close-knit, supportive relationships among teachers, children, and families.

    Joe emphasizes a need to shift back to community-based education, where schools are not viewed as separate entities but integral parts of larger communities. He stresses the importance of parent engagement and collaboration in bridging the gap between home and school life, ultimately fostering a supportive student environment. Sam speaks to the evolution of Class Dojo from a grassroots initiative to a district-wide community-building tool. He details the platform’s focus on intimacy, trust, and real-time communication among teachers, parents, and students, contrasting it with broader social media platforms like Instagram and Twitter (I refuse to use the letter) that often exacerbate divisions.

    Both envision a future where technology complements rather than replaces human interaction in education. They foresee a hybrid model where technology facilitates communication and collaboration while preserving the invaluable benefits of face-to-face engagement. Despite the challenges, they remain optimistic about the potential for unified efforts rooted in a shared commitment to children’s education. I found this to be a powerful conversation and I hope you find it insightful.

    Kevin Hogan
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    Kevin Hogan

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