Category: District Management

  • Solving the staffing crisis is key to the Science of Reading movement

    Solving the staffing crisis is key to the Science of Reading movement

    Key points:

    As someone who’s dedicated my career to advancing the Science of Reading movement, I’ve seen firsthand what it takes to help every child become a strong, fluent reader. We’ve made incredible strides in shifting the conversation toward evidence-based instruction, but I know we’re at a critical inflection point. While we–obviously–continue our work helping schools and districts adopt SOR, there’s an issue that stands in the way of real, sustained, progress: the staffing crisis and leadership churn that are leaving our educators overwhelmed and skeptical toward “change.” Without addressing these deeper structural issues, we risk stalling the momentum we’ve worked so hard to build.

    The hidden costs of constant turnover

    The data on teacher and leader turnover is bleak, and I’ve seen how it undermines the long-term commitment needed for any meaningful change. Consider this: Roughly 1 in 6 teachers won’t return to the same classroom next year, and nearly half of new teachers leave within their first five years. This constant churn is a massive financial burden on districts, costing an estimated $20,000 per teacher to recruit, hire, and onboard. But the real cost is the human one. Every time a new leader or teacher steps in, the hard-won progress on a literacy initiative can be jeopardized.

    I’ve watched districts spend years building momentum for the Science of Reading, providing extensive training and resources, only to see a new superintendent or principal arrive with a new set of priorities. This “leader wobble” can pull the rug out from under an initiative mid-stream. It’s especially frustrating when a new leader decides a program has had “plenty of professional learning” without taking the time to audit its impact. This lack of continuity completely disrupts the 3-5 years it takes for an initiative to truly take hold, especially because new teachers often arrive with a knowledge gap, as only about one-quarter of teacher preparation programs teach the Science of Reading. We can’t build on a foundation that’s constantly shifting.

    Overwhelmed by “initiative fatigue”

    I know what it feels like to have too much on your plate. Teachers, already juggling countless instructional materials, often see each new program not as a solution but as one more thing to learn, implement, and manage. Instead of excitement, there’s skepticism–this is initiative fatigue, and it can stall real progress. I’ve seen it firsthand; one large district I worked with rolled out new reading, math, and phonics resources all at once.

    To prevent this, we need to follow the principle of “pull weeds to plant flowers.” Being critical, informed consumers of resources means choosing flowers (materials) that are:

    • Supported by high-quality, third-party research
    • Aligned across all tiers of instruction
    • Versatile enough to meet varied student needs
    • Teacher-friendly, with clear guidance and instructional dialogue
    • Culturally relevant, reflecting the diverse backgrounds of students

    Now, even when a resource meets these standards, adoption shouldn’t be additive. Teachers can’t layer new tools on top of old ones. To see real change, old resources must be replaced with better ones. Educators need solutions that provide a unified, research-backed framework across all tiers, giving teachers clarity, support, and a path to sustainable student progress.

    Building a stable environment for sustained change

    So, how do we create the stable environment needed to support our educators? It starts with leadership that is in it for the long game. We need to mitigate turnover by using data to understand why teachers are leaving and then acting on that feedback. Strengthening mentorship, clarifying career pathways, and improving school culture are all crucial steps.

    Beyond just retaining staff, leaders must foster a culture of sustained commitment. It’s not enough to have a few “islands of excellence” where a handful of teachers are getting great results.

    We need system-wide adoption. This requires strong leaders to balance support and accountability. I’ve seen how collaborative teams, engaged in problem-solving and data-based decision-making, can transform a school. When teachers see students as “our students” and not just “my students,” shared ownership grows.

    A leader’s job is to protect and sustain this vision, making sure the essential supports–like collaborative planning time, ongoing professional development, and in-classroom coaching–are in place. But sustaining change goes beyond daily management; it requires building deep capacity so the work continues even if leadership shifts. This means hiring, training, and retaining strong educators, investing in future leaders, and ensuring committed advocates are part of the implementation team. It also requires creating a detailed, actionable roadmap, with budgets clearly allocated and accountability measures established, so that any initiative isn’t just a short-term priority but a long-term promise. By embedding these structures, leaders can secure continuity, maintain momentum, and ensure that every step forward in literacy translates into lasting gains for students.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • From fragmented to family-first: Our district’s communication reboot

    From fragmented to family-first: Our district’s communication reboot

    Key points:

    In Greenwood 50, our story began with a challenge shared by many districts: too many tools, not enough connection. With more than 8,000 students across 15 schools, our family engagement efforts felt more fractured than unified.

    Each school–and often each classroom–had its own way of communicating. Some used social media, others sent home printed newsletters. Many teachers used a host of apps on their own, often with great results. But without a common system, we couldn’t guarantee that every family, especially those with multiple kids or multilingual needs, felt fully informed and included.

    What we needed wasn’t more effort. It was alignment. So, we started with a simple idea: build on what was already working.

    Starting with teacher momentum

    When we looked closer, we found something powerful: Six of our eight elementary schools had already adopted ClassDojo–without being asked. Teachers liked its ease of use. Families liked the mobile experience and automatic translation. And everyone appreciated that it made communication feel more human.

    Rather than rolling out something new, we decided to meet that momentum with support. As district leaders, we partnered across departments to unify all 15 schools using ClassDojo for Districts. Our goal was clear: one platform, one message, every family engaged.

    We knew that trust isn’t built through mandates. It’s built through listening. So, our rollout respected the work our teachers were already doing well. Instead of creating a top-down plan, we focused on making it easier for schools to connect–and for families to stay informed.

    From tech challenge to time saved

    One of the first things we did was connect our student information system directly to the platform. That meant class rosters synced automatically. Teachers didn’t need to manually invite families or set things up from scratch.

    For school leaders, this was a game-changer. As a former principal, I (Debbie) remember the long hours spent setting up communication tools each year. Now, it just happens. Teachers log in, their classes are ready, and families are connected from day one.

    This consistency has helped every school level up its communication. From classroom stories to urgent messages, everything happens in one place. And when families know where to look, they’re more likely to stay engaged.

    Reaching more families, building stronger partnerships

    Before our rollout, some schools reached just 60 percent of families. Today, many are well over 90 percent. My school (Anna) has reached 96 percent–and the difference shows. Families aren’t just receiving updates. They’re reading, replying, and showing up.

    Because the communications platform includes real-time translation, our multilingual families feel more included. We’ve had smoother parent conferences, better attendance at events, and more everyday connection. When a family can read a teacher’s message in their home language–and write back–that builds a sense of partnership.

    As a principal, I use our school’s page to post reminders, spotlight students, and share what’s happening in related arts, music, and physical education. It’s become our school’s storytelling platform. Families appreciate it–and they respond.

    Respecting time, creating alignment

    The platform’s built-in features have also helped us be more thoughtful. Teachers can schedule messages, avoiding late-night pings. District and school leaders can coordinate messaging so that what families receive feels seamless.

    This visibility has been key. Our communications team can see what’s being shared, school teams can collaborate, and everyone is rowing in the same direction. It’s not about controlling the message–it’s about creating clarity.

    Lessons for other districts

    If we’ve learned one thing, it’s this: Start with what’s working. Our most important decision wasn’t what tool to use–it was listening to our teachers and supporting the systems they were already finding success with.

    This wasn’t just a platform change. It was a mindset shift. We didn’t need to convince them to use something new. We just needed to remove barriers, support their efforts, and make it easier to connect with families districtwide.

    That shift–from fragmented to unified, from siloed to shared–has made all the difference in reaching new levels of accessibility and engagement.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • How one school reimagined learning spaces–and what others can learn

    How one school reimagined learning spaces–and what others can learn

    Key points:

    When Collegedale Academy, a PreK–8 school outside Chattanooga, Tennessee, needed a new elementary building, we faced a choice that many school leaders eventually confront: repair an aging facility or reimagine what learning spaces could be.

    Our historic elementary school held decades of memories for families, including some who had once walked its halls as children themselves. But years of wear and the need for costly repairs made it clear that investing in the old building would only patch the problems rather than solve them. At the same time, Southern Adventist University–on whose land the school sat–needed the property for expansion.

    Rather than cling to the past, we saw an opportunity. We could design a new, future-focused environment on our middle school campus–one that reflected how students learn today and how they will need to learn tomorrow.

    Putting students first

    As both a teacher and someone who helped design our middle school, I approached the project with one condition: every design choice had to prioritize students and teachers. That philosophy shaped everything that followed.

    My search for student-centered design partners led us to MiEN. What impressed me most was that they weren’t simply selling furniture. They were invested in research–constantly asking what classrooms need to evolve and then designing for that reality. Every piece we chose was intentional, not about aesthetics alone, but about how it could empower learners and teachers.

    Spaces that do more

    From the beginning, our vision emphasized flexibility, belonging, and joy. Every area needed to “do more,” adapting seamlessly to different uses throughout the day. To achieve this, we focused on designing spaces that could shift in purpose while still sparking curiosity and connection.

    Community hubs reimagined: Our cafeteria and media center now transform into classrooms, performance stages, or meeting spaces with minimal effort, maximizing every square foot.

    Interactive, sensory-rich design: An interactive wall panel with a ball run, sensory boards, and flexible seating encourages students to collaborate and explore beyond traditional instruction.

    Learning everywhere: Even hallways and lobbies have become extensions of the classroom. With mobile whiteboards, soft seating, and movable tables, these spaces host tutoring sessions, small groups, and parent meetings.

    Outdoor classrooms: Students gather at the campus creek for science lessons, spread out at outdoor tables that double as project workspaces, and find joy in spaces designed for both inquiry and play. Walking into the building, students immediately understood it was made for them. They take pride in exploring, rearranging furniture, and claiming ownership of their environment. That sense of belonging is priceless and drives real engagement in the learning.

    Supporting teachers through change

    For teachers accustomed to traditional layouts, the shift to flexible spaces required trust and support. At first, some colleagues wondered how the new design would fit with their routines. But once they began teaching in the space, the transformation was rapid. Within weeks, they were moving furniture to match their themes, discovering new instructional strategies, and finding creative ways to engage students.

    The beauty of this approach is that it doesn’t dictate a single method. Instead, it enables teachers to adapt the space to their vision. Watching colleagues gain confidence and joy in their teaching reinforced our original intent: create an environment that empowers educators as much as it excites students.

    A partnership that mattered

    No school leader undertakes a project like this alone. For us, partnership was everything. The team that supported our vision felt less like outside vendors and more like collaborators who shared our dream.

    They weren’t just delivering products; they were helping us shape a culture. Their excitement matched ours at every step, and together, we turned ideas into realities that continue to inspire.

    Immediate and lasting impact

    The outcomes of the project were visible from day one. Students lit up as they explored the new features. Teachers discovered fresh energy in their classrooms. Parents, many of whom remembered the old building, were struck by how clearly the new design signaled a commitment to modern learning and to prioritizing their children’s futures.

    Financially, the project was also a smart investment. Multi-purpose areas and durable, mobile furnishings mean that every dollar spent generates long-term value. And because the spaces were designed with flexibility in mind, they will remain relevant even as instructional practices evolve.

    Looking ahead

    The success of our elementary project has created momentum for what’s next. Collegedale is already planning high school renovations guided by the same student-first philosophy. The excitement is contagious, not just for our community but for how it models what schools can achieve when they align design with mission.

    For me, this project was never just about furniture. It was about creating a culture where curiosity, creativity, and joy thrive every day. With the right partners and a clear vision, schools can build environments where students feel they belong and where teachers are empowered to do their best work.

    As education leaders consider their own building projects, my advice is simple: design for the learners first. When students walk into a space and know, without a doubt, that it was built for them, everything else follows.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • The digital advantage in schools 

    The digital advantage in schools 

    Key points:

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

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

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

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

    How centralized student data improves support across K-12 schools

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

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

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

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

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

    Digitization supports equitable and proactive student services

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

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

    Why digital student services scale better than outdated platforms

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

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

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

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • How districts can avoid 4 hidden costs of outdated facilities systems

    How districts can avoid 4 hidden costs of outdated facilities systems

    Key points:

    School leaders are under constant pressure to stretch every dollar further, yet many districts are losing money in ways they may not even realize. The culprit? Outdated facilities processes that quietly chip away at resources, frustrate staff, and create ripple effects across learning environments. From scheduling mishaps to maintenance backlogs, these hidden costs can add up fast, and too often it’s students who pay the price. 

    The good news is that with a few strategic shifts, districts can effectively manage their facilities and redirect resources to where they are needed most. Here are four of the most common hidden costs–and how forward-thinking school districts are avoiding them. 

    How outdated facilities processes waste staff time in K–12 districts

    It’s a familiar scene: a sticky note on a desk, a hallway conversation, and a string of emails trying to confirm who’s handling what. These outdated processes don’t just frustrate staff; they silently erode hours that could be spent on higher-value work. Facilities teams are already stretched thin, and every minute lost to chasing approvals or digging through piles of emails is time stolen from managing the day-to-day operations that keep schools running.  

    A centralized, intuitive facilities management software platform changes everything. Staff and community members can submit requests in one place, while automated, trackable systems ensure approvals move forward without constant follow-up. Events sync directly with Outlook or Google calendars, reducing conflicts before they happen. Work orders can be submitted, assigned, and tracked digitally, with mobile access that lets staff update tickets on the go. Real-time dashboards offer visibility into labor, inventory, and preventive maintenance, while asset history and performance data enable leaders to plan more effectively for the long term. Reports for leadership, audits, and compliance can be generated instantly, saving hours of manual tracking. 

    The result? Districts have seen a 50-75 percent reduction in scheduling workload, stronger cross-department collaboration, and more time for the work that truly moves schools forward.

    Using preventive maintenance to avoid emergency repairs and extend asset life

    When maintenance is handled reactively, small problems almost always snowball into costly crises. A leaking pipe left unchecked can become a flooded classroom and a ruined ceiling. A skipped HVAC inspection may lead to a midyear system failure, forcing schools to close or scramble for portable units. 

    These emergencies don’t just drain budgets; they disrupt instruction, create safety hazards, and erode trust with families. A more proactive approach changes the narrative. With preventive maintenance embedded into a facilities management software platform, districts can automate recurring schedules, ensure tasks are assigned to the right technicians, and attach critical resources, such as floor plans or safety notes, to each task. Schools can prioritize work orders, monitor labor hours and expenses, and generate reports on upcoming maintenance to plan ahead. 

    Restoring systems before they fail extends asset life and smooths operational continuity. This keeps classrooms open, budgets predictable, and leaders prepared, rather than reactive. 

    Maximizing ROI by streamlining school space rentals

    Gymnasiums, fields, and auditoriums are among a district’s most valuable community resources, yet too often they sit idle simply because scheduling is complicated and chaotic. Paper forms, informal approvals, and scattered communication mean opportunities slip through the cracks.

    When users can submit requests through a single, digital system, scheduling becomes transparent, trackable, and far easier to manage. A unified dashboard prevents conflicts, streamlines approvals, and reduces the back-and-forth that often slows the process. 

    The payoff isn’t just smoother operations; districts can see increased ROI through easier billing, clearer reporting, and more consistent use of unused spaces. 

    Why schools need facilities data to make smarter budget decisions

    Without reliable facilities data, school leaders are forced to make critical budget and operational decisions in the dark. Which schools need additional staffing? Which classrooms, gyms, or labs are underused? Which capital projects should take priority, and which should wait? Operating on guesswork not only risks inefficient spending, but it also limits a district’s ability to demonstrate ROI or justify future investments. 

    A clear, centralized view of facilities usage and costs creates a strong foundation for strategic decision-making. This visibility can provide instant insights into patterns and trends. Districts can allocate resources more strategically, optimize staffing, and prioritize projects based on evidence rather than intuition. This level of insight also strengthens accountability, enabling schools to share transparent reports with boards, staff, and other key stakeholders, thereby building trust while ensuring that every dollar works harder. 

    Facilities may not always be the first thing that comes to mind when people think about student success, but the way schools manage their spaces, systems, and resources has a direct impact on learning. By moving away from outdated, manual processes and embracing smarter, data-driven facilities management, districts can unlock hidden savings, prevent costly breakdowns, and optimize the use of every asset. 

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Transparency and truth in communications

    Transparency and truth in communications

    Key points:

    Dear Superintendent,

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

    Signed,

    Your Communications Director

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

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

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

    Building trust with proactive communication

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

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

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

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

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

    Humanizing the superintendent’s role

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

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

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

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

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • I asked students why they go to school–this answer changed how I design campuses

    I asked students why they go to school–this answer changed how I design campuses

    This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

    At first, the question seemed simple: “Why do we go to school?”

    I had asked it many times before, in many different districts. I’m a planner and designer specializing in K-12 school projects, and as part of a community-driven design process, we invite students to dream with us and help shape the spaces where they’ll learn, grow, and make sense of the world.

    In February of 2023, I was leading a visioning workshop with a group of middle schoolers in Southern California. Their energy was vibrant, their curiosity sharp. We began with a simple activity: Students answered a series of prompts, each one building on the last.

    “We go to school because …”

    “We need to learn because …”

    “We want to be successful because …”

    As the conversation deepened, so did their responses. One student wrote, “We want to get further in life.” Another added, “We need to help our families.” And then came the line that stopped me in my tracks: “We go to school because we want future generations to look up to us.”

    I’ve worked with a lot of middle schoolers. They’re funny, unfiltered, and often far more insightful than adults give them credit for. But this answer felt different. It wasn’t about homework, or college, or even a dream job. It was about legacy. At that moment, I realized I wasn’t just asking kids to talk about school. I was asking them to articulate their hopes for the world and their role in shaping it.

    As a designer, I came prepared to talk about flexible furniture, natural light, and outdoor learning spaces. The students approached the conversation through the lens of purpose, identity, and intergenerational impact. They reminded me that school isn’t just a place to pass through — it’s a place to imagine who you might become and how you might leave the world better than you found it.

    I’ve now led dozens of school visioning sessions, no two being alike. In most cases, adults are the ones at the table: district leaders, architects, engineers, and community members. Their perspectives are important, of course. But when we exclude students from shaping the environments they spend most days in, we send an implicit message that this place is not really theirs to shape.

    However, when we do invite them in, the difference is immediate. Students are not only willing participants, they’re often the most honest and imaginative contributors in the room. They see past the buzzwords like 21st-century learning, flexible furniture, student-centered design, and collaborative zones, and talk about what actually matters: where they feel safe, where they feel seen, where they can be themselves.

    During that workshop when the student spoke about legacy, other young participants asked for more flexible learning spaces, places to move around and collaborate, better food, outdoor classrooms, and quiet areas for mental health breaks. One asked for sign language classes to better communicate with her hard-of-hearing best friend. Another asked for furniture that can move from inside to outside. These aren’t requests that tend to show up on state-issued planning checklists, which are more likely to focus on square footage, capacity, and code compliance, but they reflect an extraordinary level of thought about access, well-being, and inclusion.

    The lesson: When we take students seriously, we get more than better design. We get better schools.

    There’s a popular saying in architecture: Form follows function. But in school design, I’d argue that form should follow voice. If we want to build learning environments that support joy, connection, and growth, we need to start by asking students what those things look and feel like to them — and then believe them.

    Listening isn’t a checkbox. It’s a practice. And it has to start early, not once construction drawings are finalized, but when goals and priorities are still being devised. That’s when student input can shift the direction of a plan, not just decorate it.

    It’s also not just about asking the right questions, but being open to answers we didn’t expect. When a student says, “Why do the adults always get the rooms with windows?” — as one did in another workshop I led — that’s not a complaint. That’s a lesson in power dynamics, spatial equity, and the unspoken messages our buildings send.

    Since that day, about a year and a half ago, when I heard, “We want future generations to look up to us,” I’ve carried that line with me into every planning session. It’s a reminder that students aren’t just users of school space. They’re stewards of something bigger than themselves.

    So if you’re a school leader, a planner, a teacher, or a policymaker, invite students in early. Make space for their voices, not just as a formality but as a source of wisdom. Ask questions that go beyond what color the walls should be. And don’t be surprised when the answers you get are deeper than you imagined. Be willing to let their vision shift yours.

    Because when we design with students, not just for them, we create schools that don’t just house learning. We create schools that help define what learning is for. And if we do it right, maybe one day, future generations will look up to today’s students not just because of what they learned, but because of the spaces they helped shape.

    Chalkbeat is a nonprofit news site covering educational change in public schools.

    For more news on district and school management, visit eSN’s Educational Leadership hub.

    Latest posts by eSchool Media Contributors (see all)

    Source link

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

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

    Key points:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Human connection still drives school attendance

    Human connection still drives school attendance

    Key points:

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

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

    The real problem: Students going through the motions

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

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

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

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

    Mapping student connections

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

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

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

    The choice ahead

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

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

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

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

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Report highlights growing movement to elevate student voice in school communications

    Report highlights growing movement to elevate student voice in school communications

    Key points:

    As K-12 leaders look for ways to strengthen trust, engagement, and belonging, a growing number of districts are turning to a key partner in the work: their students.

    A new national report from the National School Public Relations Association (NSPRA) and SchoolStatus reveals that districts that incorporate student voice into their communication strategies–through videos, messaging, and peer-created content–are seeing real results: stronger family engagement, increased student confidence, and more authentic school-community connection.

    The report, Elevating Student Voice in School Communications: A Data-Informed Look at Emerging Practices in School PR, is based on a spring 2025 survey, which received 185 responses from K-12 communications professionals. It includes real-world examples from school districts to explore how student perspectives are being incorporated into communication strategies. It highlights the growing use of first-person student storytelling, direct-to-student messaging, and student internships as strategies to build trust, improve engagement, and strengthen school-community relationships.

    “School communicators do more than share information. They help build connection, trust, and belonging in our communities,” said Barbara M. Hunter, APR, Executive Director of NSPRA. “Elevating student voice is not just a feel-good initiative. It is a powerful strategy to engage families, strengthen relationships, and improve student outcomes.”

    Key findings include:

    • Video storytelling leads the way: 81 percent of districts using student voice strategies rely on video as their primary format.
    • Direct communication with students is growing, but there is room for improvement in this area: 65 percent of districts report at least some direct communication with students about matters that are also shared with families, such as academic updates, behavioral expectations or attendance
      • However, just 39 percent of districts copy students on email messages to families, and just 37 percent include students in family-teacher conferences, allowing them to be active participants
    • Internships on the rise: 30 percent of districts now involve students as interns or communication ambassadors, helping create content and amplify student perspectives
    • Equity efforts around student storytelling vary significantly. While some districts say they intentionally recruit students with diverse perspectives, fewer encourage multilingual storytelling or provide structured support to help students share their stories

    Early results are promising: Districts report improved engagement, stronger student confidence, and more authentic communication when students are involved.

    • 61 percent of districts that track comparisons report student-led content generates higher engagement than staff-created communications
    • 80 percent of respondents observe that student voice positively impacts family engagement
    • A majority (55 percent) said direct communication with students improves academic outcomes

    Building Inclusive Student Voice Strategies
    The report outlines a three-part approach for districts to strengthen student voice efforts:

    • Start with student presence by incorporating quotes, videos, and creative work into everyday communications to build trust and visibility
    • Develop shared ownership through internships, ambassador programs, and student participation in content creation and feedback
    • Build sustainable systems by aligning student voice efforts with district communications plans and regularly tracking engagement

    The report also highlights inclusive practices, such as prioritizing student consent, offering mentorship and support for underrepresented students, featuring diverse stories, involving student panels in review processes and expanding multilingual and accessible communications.

    “When districts invite students to take an active role in communication, it helps create stronger connections across the entire school community,” said Dr. Kara Stern, Director of Education for SchoolStatus. “This research shows the value of giving students meaningful opportunities to share their experiences in ways that build trust and engagement.”

    The report also explores common challenges, including limited staff time and capacity, privacy considerations and hesitancy around addressing sensitive topics. To address these barriers and others, it offers practical strategies and scalable examples to help districts start or expand student voice initiatives, regardless of size or resources.

    This press release originally appeared online.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    Source link