Over the course of my career in education, including as a principal and supervisor of principals, I have learned the best way to start these foundational relationships is with 15-minute, one-on-one, in-person meetings with each member of the faculty and staff of the new school. While these meetings typically occur before the new school year begins, they are valuable whenever the principal can make time for them throughout the year.

I have used this process with countless administrators ranging in experience and school type, from small elementary schools to large high schools and even at the district level in a modified format. Across the board, these one-on-one conversations are highly effective and worth the time…every time.

‘Talking Out of School’ podcast: Why the Universal Design for Learning is so powerful

Here are the key steps and essential questions to ensure that these onboarding meetings are productive and enjoyable.

1. Schedule meetings with teachers’ and staff members’ busy schedules in mind.

Set up one-on-one meetings for 15 minutes with each member of the staff. This includes teachers, paraprofessionals and office, custodial and cafeteria staff. As the end and the kickoff of a school year will likely leave your staff with little spare time, make sure to let staff know the meetings are optional—you might be surprised by how many still take you up on the offer. Use an easy system for signing up, like a link to an online calendar or a clipboard with a printed schedule that can be passed around at a staff meeting.

2. Ask the right questions–and share them ahead of time.

Provide the purpose of the meetings and the questions ahead of time so that people can consider their responses and make the most of these micro-meetings. Let staff know your conversations are confidential and intended to make space for their ideas and concerns.

The three questions below can guide the conversation.

1. What are your gifts/areas of expertise? Principals need to know who their go-to people are in every area and encouraging people to recognize their expertise opens up collaboration opportunities. For instance, an education assistant once let me know her gift was teaching recess games and she became a key member of the behavior support team. Another teacher informed me their gift was tech integration; that person became our school’s “spark starter” and supported other teachers to engage students through technology.
2. What needs my immediate attention? Principals need to know what concerns staff. After hearing the same concern from more than one person, leaders have more confidence that finding a solution for this particular issue is a priority. Principals build respect and trust by taking visible action on a problem that staff have identified, especially if they can get something done early in their tenure.
3. What do I need to know to succeed as principal at this school? Principals must understand the community they serve—its expectations, aspirations, and dynamics. The answers to this question will provide valuable insights on the culture and ecosystem of the school that set the principal up for success.

3. Take action.

Consider what you heard and determine your next steps. What action items can you accomplish immediately? Which ones will become part of your 90-day plan? Having invested time and energy in these rich conversations, it’s critical to turn that active listening into meaningful actions.

Through this process, a new principal has looked everyone in the eye, listened to their input and determined a course of action. It provides a powerful foundation on which to build a team that achieves unprecedented results for students and families, and the community.

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Perhaps the most notable hire occurred at North Carolina’s Durham Public Schools, which has hired Anthony S. Lewis as its next leader. Lewis has served as superintendent of Lawrence Public Schools in Kansas since 2018 and was appointed to the Kansas African American Affairs Commission in 2019.

He was previously an administrator in Missouri’s Kansas City Public Schools. “I’m in this work to improve outcomes for all students,” Lewis said on Durham Public Schools’ website.

DA’s Top 100 Education Influencers list is live!

Another superintendent on the move is Indiana’s Tara Paul, who will take the helm at the Indianola Community School District after serving as the Estherville Lincoln Central Community School District superintendent. Paul was formerly the curriculum director, ESL coordinator and equity coordinator for Columbus Community Schools.

Denton ISD in Texas has promoted Acting Superintendent Susannah Holbert O’Bara to the full-time position.  O’Bara, a district graduate, previously served as Denton ISD’s deputy superintendent and a principal. In New York, James Lupini, a longtime administrator in Depew Central Schools, has been named superintendent of the Newfane Central School District.

And in Connecticut, Suffield Public Schools has chosen as its next superintendent, Matthew H. Dunbar, who is currently an assistant superintendent in Glastonbury Public Schools.

More new superintendent hiring: 

• Brian Becher, Ayersville Local Schools (Ohio)
• Stephen Bournés, School City of East Chicago (Indiana)
• Frances Esparza, Coachella Valley Unified School District (California)
• David Foster, Cattaraugus-Little Valley Central School District (New York)
• Bill Long, Center Grove Community School Corporation (Indiana)

Superintendent turnover: Departures

• Brian Dunn has resigned from the Pine Bush Central School District (New York).
• David Foster has resigned from the Wellsville Central School District (New York).
• Charles Foust’s contract was terminated by the New Hanover County Schools Board of Education (North Carolina).
• Superintendent Silvia Ibarra will retire from Valley View ISD (Texas) later this summer.
• Monty Sabin has resigned from the Moses Lake School District (Washington).
• Susan Yom and the Nyack Public Schools (New York) have mutually agreed to separate.

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The turnaround began with Henson’s hiring in May 2020. “Let’s get rid of the jargon and the lingo, and let’s have a laser focus on children’s minds and the culture and most importantly, on the hearts of the educators who serve our children every single day,” Henson says in describing his leadership philosophy at the outset of his superintendence.

“If you have the will to win, if you are tenacious, my philosophy is we will change the trajectory of students’ lives,” Henson adds.

Henson has since helped lift Marlin ISD’s failing state accountability grade to a B-plus, recoding more academic growth than any other district in Texas, he says. Henson describes the key components of academic transformation:

1. Quality of instruction: “We had to make sure we were arming teachers with the academic and social tools to be successful.”

2. “Student achievement mindset”: “Children have to achieve in whatever they’re doing, whether it’s academically, athletically, fine arts—you all are winners. If you’re going to represent Marlin ISD, you have to achieve and compete at the highest level.”

3. Culture and pride: “It has to tug at your heart to say ‘I am from Marlin, Texas’—knowing that the media hadn’t been friendly to our district for decades, didn’t matter.”

4. Excellence is the only option. “It came down to realizing that we were going to be great in all that we do. And we committed … that we were going to provide academic and life skills to ensure every child’s potential turns into performance.”

‘School improvement is not rocket science’

Students are more likely to make progress when they can see they are making progress, Henson attests. That’s why Marlin ISD students regularly take short tests throughout the year to demonstrate their learning—to their teachers and to themselves.

“Sometimes in education, we wait too long to allow our children to know that they are getting and grasping the concepts,” says Henson, who has recently named Texas’ Region 12 Superintendent of the Year. “Hope is not a strategy. I believe that being consistent over time and being persistent in achieving will begin to build that level of confidence.”

“Our children have to need to know early on that they are brilliant, that they were smart.”

It also reflects a shift from focusing on letter grades to students’ mastery of concepts as administrators ensure teachers have the resources they need—and then the renewed energy—to serve students. “I believe school improvement is not rocket science,” he notes. “Our students, our teachers, our administrative team have the will to win—we’re going to win every single day.”

This winning culture has to be created deliberately by every adult in the district in the pursuit of what Henson calls “realistic perfection.”

“Random acts of improvement will get us nowhere,” Henson concludes. “If we can go higher, I want to go higher. I don’t want silver academically, I want gold academically.”

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It’s crucial for librarians to have the support, tools and resources they need to succeed, as school libraries serve as an important hub for intellectual engagement. There are numerous studies that show a strong connection between school libraries and student success—properly managed spaces not only help students read more, but also help them learn how to use and process information and perform better on achievement tests.

Here are three strategies school librarians can use to meet today’s challenges head-on and promote academic achievement among student learners:

Stay ahead of audits

School library audits are crucial, as they serve to provide accountability, define priorities and ensure resources are being maximized. Unfortunately, the process can be extremely tedious and time-consuming for librarians and media specialists.

Employing a reliable library resource management system enables them to stay well prepared and ahead of the curve. Management software can track and manage physical and digital resources and inventory efficiently, and keep detailed records of library acquisitions, circulation statistics, budget allocations and sources of funding.

Additionally, resource management software can generate detailed reports and analytics, valuable during audits as they provide key insights into budget allocation, circulation statistics, equitable materials, and quickly identify areas that may need attention or enhancement.

Reimagine space

Gone are the days of quietly reading between endless rows of dusty books. School libraries have shifted to interactive spaces, equipped with 3D printers, coding kits, multimedia production equipment, whiteboards, games and other tools that encourage communication and teamwork.

Superintendent turnover : Superintendent turnover: Hiring is not slowing down

Even with a limited budget, school librarians can still create an adaptive area by leveraging creativity, resourcefulness, and community engagement. Simply rearranging seating to form collaborative work areas or using movable bookshelves to create flexible spaces can make a big difference. In our library, we noticed the non-fiction section was rarely used, which constituted half of our library. By combining the fiction and non-fiction areas, we effectively doubled the use of our usable space and created a much livelier environment.

Also, students and teachers constitute a huge (and inexpensive) talent pool, and tapping into them to create interactive learning displays and other material sparks interest and engagement.

By thinking outside the box, school librarians can create dynamic and interactive spaces that enrich the learning experience for students.

Connect with your “customers”

Keeping your finger on the pulse of what teachers and students want ensures that the library’s resources, services, and programs are relevant and aligned with the educational goals and curriculum. It also increases the likelihood that the library will be used and valued. When “customers” feel that the library caters to their interests and requirements, they are more likely to visit frequently, participate in library activities, and use its resources effectively.

The school library isn’t always top of mind, so in our building we continually develop multiple opportunities for unique connections. For instance, we created “Coffee House Monday” where students can sign up to come talk about books, school, or other topics. We also coordinate regular contests for staff to win books, which helps facilitate conversations about what resources they would like to see us expand or introduce.

Well-managed school libraries can boost student achievement and cultivate a collaborative spirit within schools. By staying proactive and adaptable, librarians will continue to play a vital role in supporting student success, fostering a culture of reading and inquiry, ultimately enriching the overall learning environment.

The post Beyond Books: 3 ways school librarians can support student success appeared first on District Administration.

House Republicans are moving to slash federal education spending by $11 billion, endorsing a $72 billion package that falls $14.5 billion below the Biden administration’s budget request.

The FY 2025 bill, approved by an appropriations subcommittee, would reduce funding for Title I state grants by 25%, hurting schools that receive supplemental aid for enrolling 40% or more children from low-income families, according to a bill summary. The GOP-led House reasoned that student test scores continue to decline despite year-over-year increased funding and a nearly $200 billion boost in pandemic-based aid.

Furthermore, any program “support[ing] organizations that seek to undermine the unity of our country and… that are duplicative or narrowly tailored to a small set of recipients” will be axed. For example, programs related to advancing racial equity and support for underserved communities through the federal government will not be eligible for funding, according to the bill.

Lastly, weekend teacher training workshops would be eliminated in the measure, which must next be approved by the full Appropriations Committee.

Teaching apprenticeships: Here are 3 models that work

Democrats raised dire alarms, accusing its GOP counterpart of abandoning low-income students.

Despite the slashes, several facets of K12 could see elevated funding, including:

• STEM education: $135 million
• New grants for school safety infrastructure: $135 million
• Special education: $30 million
• School resource officer training: $20 million
• Charter schools: $10 million
• Career and technical education state grants: $10
• Impact Aid Program: $5 million

“The bill pushes back on the Biden Administration’s out-of-touch progressive policy agenda, preventing this White House from finalizing or implementing controversial rules or executive orders,” House Appropriations Committee Chairman Tom Cole (R-Okla.) said in the markup session. “Each dollar is directed toward initiatives that truly help our communities, students and workforce.”

The post “We fail to build strong children:” This bill slashes education budget by 13% appeared first on District Administration.

Spotsylvania County Public Schools in Virginia announced longtime administrator Clint M. Mitchell as its new superintendent. Mitchell, who has been superintendent of Colonial Beach Public Schools since 2021, has nearly 20 years of leadership experience in Virginia school systems, including stints as a principal in Fairfax County Public Schools and Prince William County Public Schools.

Among the superintendents moving to new districts is Ohio’s Jack Fisher, who has been chosen to lead Northeastern Local Schools after serving in the same role at the Lynchburg-Clay Local School District. In California, Santa Rosa City School District has picked its next leader, Daisy Morales, who is currently the Live Oak Elementary School District’s superintendent.

‘Talking Out of School’ podcast: What’s top of mind for 15 superintendents, according to an edtech CEO

Former superintendents returning to the lead role include Christopher Irving, who is taking the helm at the East Orange School District in New Jersey after having previously led Teaneck Public Schools, according to NorthJersey.com. In the same state, former Hillsborough Township Public Schools superintendent Lisa Antunes is taking over at the Little Egg Harbor School District, TAPInto reports.

And in Texas, Grand Prairie ISD has named former Pharr-San Juan-Alamo ISD superintendent Jorge L. Arredondo its next leader.

This week’s first-time superintendents include Lisa Lawson, who was picked to lead Delaware’s Brandywine School District, where she has served as deputy and assistant superintendent. She was previously an administrator in the Christina School District, also in Delaware. In New York, Andrew P. Kufel was promoted to superintendent of the Lancaster Central School District, where he has worked since 2011.

One district that’s planning ahead is Ohio’s Hamilton City Schools. With Superintendent Mike Holbrook planning to retire at the end of 2024-2025, the district this week tapped Associate Superintendent Andrea Blevins to replace him.

More new hires

• Lizsette Jimenez, San Lucas Union School District (California)
• Jason Longbrake, Fostoria City Schools (Ohio)

Superintendent turnover: Departures

• Michael Bashaw Jr. is retiring from the Thousand Islands Central School District (New York)
• Jared Caylor has resigned from the Corning Union High School District (California)
• Reva Cosby has resigned from Trotwood-Madison City Schools (Ohio)
• Christopher Leone resigned from the Regional School District 20 (Connecticut)

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Pandemic relief spending

Two new research studies released this week give us an idea of the effectiveness of ESSER spending by K12 schools. Each study contends that pandemic relief funds kept schools afloat and made some academic gains.

The first study, which was a collaboration between Harvard’s Center for Education Policy Research and Stanford’s Opportunity Project, reveals that every $1,000 of federal relief spent per student during the 2022-23 school year resulted in a 3% increase in math scores compared to a typical school year, or about six school days of learning.

As far as reading scores go, improvements weren’t as significant. The data suggests the same amount of spending only bought the gains equivalent to an extra three school days of learning.

“It led to significant improvements in children’s academic performance… It wasn’t enough money, or enough recovery, to get students all the way back to where they were in 2019, but it did make a significant difference,” Sean Reardon, professor of poverty and inequality in education at Stanford and project leader of the research,  told NPR.

The second study, which comes from the Center for Analysis of Longitudinal Data in Education Research, paints a similar picture. For every $1,000 increase in ESSER per pupil funds there were “statistically significant increases” in math scores but negligible impact in ELA.

“To recover losses remaining after 2023, we estimate schools would need to spend $9,000 to $13,000 per pupil,” the authors suggest.

Trump vs. vaccines

In other news, former President Donald Trump is vowing to cut federal education investments. Last week, he told his followers in Wisconsin that he “will not give one penny to any school that has a vaccine mandate,” MSNBC reports. He echoed this sentiment again this past weekend.

During a rally at Temple University on Saturday, he vowed to move the Department of Education “to the states,” The Washington Examiner reports.

“We’ll be able to cut [spending on] education in half and get much better education in some of the states,” Trump said. “We’ll have the best education anywhere in the world.”

He also mentioned that the United States spends more “per pupil” than any other country, yet he notes that the U.S. ranks poorly in education. So, “What the hell do you have to lose?” he asked.

Trump: I will cut education in half pic.twitter.com/YtAD0QMH4F

— Biden-Harris HQ (@BidenHQ) June 22, 2024

New AI tools from Google

The last tidbit of information I’ll throw your way comes from Google. This week, they’ve announced new updates to their AI tools for students. Gemini, for instance, is now available for teens’ school accounts to help them learn “responsibly and confidently in an AI-first future,” the announcement reads.

Gemini will guide students with in-the-moment assistance, practice materials and real-time feedback. Furthermore, Google is adding extra data protection to Gemini, promising not to use data from chats to improve AI models,” the company adds.

“In the coming months, we’re making Gemini available to teen students that meet our minimum age requirements while using their Google Workspace for Education accounts in English in over 100 countries around the world, free of charge for all education institutions.”

More from DA: Fighting false information? 8 ways to better spread the truth

Additionally, Google announced several resources and trainings for students, parents and educators to learn more about generative AI and how to use it responsibly and effectively:

New from DA

As always, here’s what’s new from District Administration this week:

• “Talking Out of School” podcast: Paper CEO Phil Cutler shares insights from Leadership Voices, a series of interviews with superintendents covering artificial intelligence, personalized learning, staffing challenges and the other issues that are top of mind.
• EdTech Top 40: Read our coverage of LearnPlatform by Instructure’s 2024 list of the top 40 edtech tools. This year’s list reflects the importance of uniqueness and interoperability in education.
• Teaching apprenticeships: We know the importance of building a strong teacher pipeline. In this article, I share three innovative teaching apprenticeships that blend K12 with higher education to prepare the next generation of students.

The post TGIF time-saver: How to gauge ESSER’s academic impact appeared first on District Administration.

Date & Time: Thursday, August 15th at 2 pm ET

The education sector stands on the brink of a significant transformation—moving from an era dominated by paper to one powered by digital solutions. This shift promises not only to revolutionize the way we manage documents but also to redefine the operational efficiency within our schools and school systems.  

In this webinar, the CTO of the School District of Manatee County will discuss how his school system transformed its own document management system through an innovative strategic blueprint, a mobile mass scanning fleet, and a close partnership between district leadership and school site staff.  

If the transition from paper to digital document management feels overwhelming and confusing for you and your team, this webinar is not to be missed. 

Presenters

Scott A. Hansen, Chief Technology Officer, School District of Manatee County 

Marshall Simmonds, Vice President, Scribbles Software 

Scott Francis, Technology Evangelist, PFU America, a Ricoh Group company 

Watch Now

Sponsored by

The post Making the Switch: Digital Transformation in K-12 Records Management appeared first on District Administration.

While teacher growth mindset is positively associated with student growth mindset, efforts can be amplified by engaging family members and other key adults in students’ lives. When teachers and families work together, students have the opportunity to practice and develop a growth mindset both inside and outside of the classroom.

Below are key strategies teachers can use to help families cultivate students’ growth mindsets, as well as important considerations for ensuring those strategies are equitable and inclusive of all families:

1. Model and encourage growth mindset language

• Share examples of growth mindset language that parents can use at home to praise effort, strategies and progress rather than innate ability. Phrases like, “Keep trying, you’re getting better,” and “What did you learn from that mistake?”
• When discussing student progress with parents, share specific instances where the student demonstrated a growth mindset and suggest ways parents can reinforce this behavior at home. For example, “I heard you tried a few different strategies to tackle a tough science project. I’m proud of how you kept trying and remained determined to find a solution.”
• Consider: the accessibility of parent-teacher meetings. Schedule workshops, meetings and other touchpoints at various times to accommodate families’ needs and commitments. Provide options for virtual participation when possible.

2. Share growth mindset activities and conversation starters

• Design and share take-home activities that require problem-solving and perseverance, encouraging families to work together and to discuss their learning process.
• Assign student projects that include a reflective component, prompting students to consider how they approached challenges and what strategies they used. Have families ask students to share more about their problem-solving approaches.
• Consider: language and culture when sharing resources with families. Provide communications in multiple languages and ensure activities are culturally relevant and connected to families’ real-world experiences.

‘Talking Out of School’ podcast: What’s top of mind for 15 superintendents, according to an edtech CEO

3. Encourage open discussions about learning and effort

• Provide prompts that families can use to talk about daily learning experiences, mistakes and how they overcame difficulties. For example, “What math problem did you find most challenging today and what strategies did you try to solve it?”
• Encourage families to share examples of challenges they faced, how they persevered and what they learned from the process.
• Consider: using various communication channels (email, text messages, phone calls, social media, paper flyers) to reach all families effectively. Recognize that not all families have access to digital devices or the internet and that printed materials may be preferred.

4. Provide consistent feedback and support

• Send home regular updates on the student’s progress, highlighting areas where they have shown growth and improvement. Encourage specific praise families can use to recognize student effort and progress.
• Encourage parents to set realistic and challenging goals with their children. Offer to be available for questions and guidance.
• Consider: time demands on families. Keep activities and commitments manageable.

Importantly, build feedback and continuous improvement into your approach to partnering with families to support students’ growth mindset development. Regularly seek feedback from families to understand their needs, preferences, and any challenges they face. Be willing to iterate on strategies based on feedback, ensuring they remain relevant and effective for all families.

Beyond the classroom

Teachers can play a pivotal role in supporting student success by partnering with families to foster positive growth mindsets. By implementing the aforementioned strategies and carefully considering the most equitable approaches, teachers can effectively support families in nurturing a growth mindset, thereby creating a supportive environment that extends the principles of growth and resilience beyond the classroom.

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The Pathways Alliance, a coalition of K12 and higher education organizations dedicated to supporting diverse and inclusive educator preparation pipelines, recently shared a comprehensive list of 14 teacher apprenticeship programs along with explanations and insight into each initiative. We’ve selected three examples to share with you, but you can click here to view the complete report.

Ector County ISD

Texas’ Ector Couty ISD recently approved its Registered Apprenticeship Program for Teachers, the latest “transformative step” designed to meet the rural school districts’ needs. Apprentices work with experienced educators for an extended period to gain essential skills.

One of the most crucial pieces to this initiative is the financial support it offers. Apprentices’ full tuition and fees are covered, allowing them to earn a bachelor’s degree without the financial burden. Additionally, they receive a paycheck while gaining experience with the district.

“This initiative not only elevates the standard of teacher training but also represents a significant advancement in ECISD’s ongoing efforts to recruit, retain and reward top-quality educators,” the document reads.

Missouri State University

This university is home to the Pathways for Paraprofessionals Registered Apprenticeship Program, a unique opportunity tailored to special education. The program prioritizes practical experience, mentorship and a thorough understanding of special education practices.

Most notably, the program promises flexibility, allowing paraprofessionals to enroll in entirely online classes. Participants can also complete part of their coursework at no tuition through collaboration with school districts.

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Dakota State University

The Teacher Apprenticeship Pathway helps tackle teacher shortages by giving paraprofessionals a pathway to earn their teaching certifications. It’s supported by the state’s Department of Education and the Department of Labor and Regulation.

During their apprenticeship, participants continue their work as paraprofessionals. They do not serve as teachers of record, allowing them to receive adequate support and mentoring while obtaining practical experience.

Paraprofessionals can also earn stackable apprenticeship degrees. The program is structured to provide:

• A bachelor’s degree in elementary, special or secondary education over two years.
• Virtual coursework at convenient times.
• Mentorship from experienced teachers and university advisors.

“This model helps retain talent within the community and ensures apprentices receive practical guidance from seasoned professionals,” the report asserts.

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