Virtual field trips have emerged as an engaging resource, offering students immersive experiences and allowing them to explore global landmarks, museums, and natural wonders without leaving their classrooms.
Virtual field trips connect students to places that, due to funding, geography, or other logistical challenges, they may not otherwise have a chance to visit or experience.
These trips promote active engagement, critical thinking, and cater to diverse learning styles. For instance, students can virtually visit the Great Wall of China or delve into the depths of the ocean, fostering a deeper understanding of subjects ranging from history to science.
If you’re looking for a new virtual field trip to bring to your classroom, here are a few to investigate:
Giant Panda Cam at the Smithsonian National Zoo: Watch Bao Li and Qing Bao–the two new Giant Pandas at Smithsonian’s National Zoo–as they explore their indoor and outdoor habitats at the David M. Rubenstein Family Giant Panda Habitat. The Giant Panda Cam is live from 7 a.m. to 7 p.m. ET daily. After 7 p.m., the cam feed will switch to a pre-recorded view of the last 12 hours.
The Superpower of Story: A Virtual Field Trip to Warner Bros. Studios: Students will go behind the scenes on an exclusive virtual field trip to DC Comics headquarters at Warner Bros. Studios in Burbank, California!.They’ll step into the world of legendary superheroes and blockbuster films, uncovering the secrets of how stories evolve from bold ideas to iconic comics to jaw-dropping live-action spectacles on the big screen. Along the way, they’ll hear from the creative minds who shape the DC Universe and get an insider’s look at the magic that brings their favorite characters to life.
Mount Vernon: Students can enter different buildings and click on highlighted items or areas for explanations about their significance or what they were used for.
Arctic Adventures: Polar Bears at Play Virtual Field Trip: Do polar bears play? The LEGO Group’s sustainability team, Polar Bears International, and Discovery Education travel to Churchill Manitoba and the Polar Frontier habitat at the Columbus Zoo and Aquarium in search of polar bears at play. Students will meet polar bears and play experts and uncover how arctic animals use play to learn just like humans, while inspiring students to use their voice to change their planet for the better.
The Manhattan Project: Join The National WWII Museum for a cross-country virtual expedition to discover the science, sites, and stories of the creation of the atomic bomb. Student reporters examine the revolutionary science of nuclear energy in the Museum’s exhibits and the race to produce an atomic weapon in complete secrecy.
The Anne Frank House in VR: Explore the hiding place of Anne Frank and her family in virtual reality using the Anne Frank House VR app. The app provides a very special view into the Secret Annex where Anne Frank and the seven other people hid during WWII. In the VR app, all of the rooms in the Secret Annex are furnished according to how it was when occupied by the group in hiding, between 1942 and 1944.
Night Navigators: Build for Bats Virtual Field Trip: Join Discovery Education, the LEGO Group’s Social Responsibility Team, and Bat Conservation International as we travel across Texas and Florida in search of bat habitats. Students will meet play experts as they explore how these nighttime pollinators use play to learn and discover the critical role of bats in protecting farmers’ crops from pests and what we can do to help bats thrive.
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.
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The Trump administration’s Immigration and Customs Enforcement policy allowing ICE raids on school grounds and other sensitive locations was challenged in a lawsuit filed this week on behalf of an Oregon-based Latinx organization and faith groups from other states.
The lawsuit cites ICE activity at two Los Angeles elementary schools last month, as well as parents’ fears of sending their children to school in other locations across the country.
“Teachers cited attendance rates have dropped in half and school administrators saw an influx of parents picking their children up from school in the middle of the day after hearing reports that immigration officials were in the area,” said the lawsuit filed April 28 by the Justice Action Center and the Innovation Law Lab. It was filed in the U.S. District Court for the District Court of Oregon’s Eugene Division.
The two organizations filed on behalf of Oregon’s farmworker union Pineros y Campesinos Unidos del Noroeste, whose members say they are “afraid to send their children to school,” per the draft complaint. The farmworker union’s members, especially those who are mothers, say their livelihood depends on sending their children to school during the day while they work.
“They now must choose between facing the risk of immigration detention or staying at home with their children and forfeiting their income,” the lawsuit said. One of the members of the union said her children were “afraid of ICE showing up and separating their family.”
The lawsuit challenges a Department of Homeland Security directive, issued one day after President Donald Trump’s inauguration, that undid three decades of DHS policy that prevented ICE from raiding sensitive locations like schools, hospitals and churches.
“Criminals will no longer be able to hide in America’s schools and churches to avoid arrest,” a DHS spokesperson said in a January statement on the order. “The Trump Administration will not tie the hands of our brave law enforcement, and instead trusts them to use common sense.”
When asked for comment on the lawsuit, an ICE spokesperson said the agency does not comment on pending or ongoing litigation.
Monday’s lawsuit and others filed against the directive say the change in policy is impacting students’ learning and districts’ ability to carry out their jobs.
A lawsuit filed in February by Denver Public Schools said the DHS order “gives federal agents virtually unchecked authority to enforce immigration laws in formerly protected areas, including schools.” It sought a temporary restraining order prohibiting ICE and Customs and Border Protection from enforcing the policy.
According to the American Immigration Council, over 4 million U.S. citizen children under 18 years of age lived with at least one undocumented parent as of 2018. A 2010 study cited by the council found that immigration-related parental arrests led to children experiencing at least four adverse behavioral changes in the six months following the incidents.
Another study cited by the organization, conducted in 2020, found that school districts in communities with a large number of deportations saw worsened educational outcomes for Latino students.
Their suit argues that the thousands of terminations, which to date have left more than 1,800 students without valid status, are “unlawful” and came “without warning, individualised explanation and an opportunity to respond”.
The Presidents’ Alliance on Higher Education and Immigration, which advocates for immigrant and international student rights, and several impacted students from institutions such as MIT and Boston University filed the suit in the District Court for the district of Massachusetts yesterday.
Not only have students been forced out of housing, jobs or their chosen institution mere weeks away from graduation, but the Trump administration’s crackdown on international students has “undermined’ institutions’ being able to “attract, retain, and effectively serve” students from overseas, the group warned.
The court is asked to find that the policy is unlawful and unconstitutional, reactivate the SEVIS records of affected students, halt the policy while the case is being fought and “vacate all improper SEVIS terminations”.
President and CEO of the Presidents’ Alliance, Miriam Feldblum, warned that students would be put off from studying in the US because of the “fear and uncertainty diminishing our global competitiveness and reputation”.
“The unlawful termination of student records without due process strikes at the heart of higher education’s mission. Colleges and universities drive innovation, research, and workforce growth by fostering global talent – but they can’t do that when students’ futures are derailed without explanation,” she said.
“These actions deter future students from studying here in the US, and hinder campus administrators from carrying out their work by the arbitrary upending of established regulations and processes.”
Meanwhile, Sirine Shebaya, executive Director at the National Immigration Project – which is representing the Presidents’ Alliance – blasted the policy vas “not only lawless… [but] cruel” – marking “yet another manifestation of policies that fly in the face of both legal standards and common decency”.
These actions deter future students from studying here in the US, and hinder campus administrators from carrying out their work by the arbitrary upending of established regulations and processes Miriam Feldblum, Presidents’ Alliance
While the surge in visa revocations was at first thought to mainly affect students who had expressed pro-Palestinian sympathies, international education stakeholders have been left baffled at a growing number being issued at institutions where no such protests had taken place.
Some students – including one unnamed Boston University graduate represented in the legal case – are reporting that their visas had been taken away due to minor traffic infractions. Others have been left confused after their visas were revoked despite having no criminal history.
Yet the State Department continues to back the policy.
“The Trump administration is focused on protecting our nation and our citizens by upholding the highest standards of national security and public safety through our visa process,” a State Department spokesperson told The PIE News this week.
“The Department of State will continue to work closely with the Department of Homeland Security to enforce zero tolerance for aliens in the United States who violate US laws, threaten public safety, or in other situations where warranted.”
Have you seen the Apple Intelligence writing tools commercial featuring a dim-witted office drone named Warren? Tapping away on his iPhone, he writes a goofy, slangy email to his boss and then has the app transform his prose by selecting “Professional.” The manager reads the resulting concise memo and, stunned at the source, asks himself, “Warren?”
Warren has a ghostwriter. In fact, we all do.
I’m hardly alone in thinking AI chat bots such as ChatGPT are a lot like ghostwriting. In an Inside Higher Ed blog post, “ChatGPT: A Different Kind of Ghostwriting,” Ali Lincoln, herself a ghost, finds nothing wrong with using AI to write an outline or even a first draft. After all, she argues, “in both writing and editing, we’ve used some element of AI for many years, such as software that evaluates the readability of a written piece, programs to check writing like Grammarly, and even spell-check and autocorrect.”
An especially intriguing piece appeared in, of all places, Annals of Surgical Oncology: “A Ghostwriter for the Masses: ChatGPT and the Future of Writing.” The author, a physician, writes mostly positively of the potential uses of ChatGPT to assist in medical and scientific writing.
Throwing this discussion into sharper relief, there is even Ghostwriter OpenAI ChatGPT, an add-in that embeds ChatGPT directly into Microsoft Office. With Ghostwriter, you simply open Word and have the chat bot on the same screen as your document—a ghost in the machine.
These arguments and recent AI developments have caught my attention, because throughout most of my academic career I moonlighted as a corporate ghostwriter. I wrote magazine articles on scientific topics for a large technical company, articles that were published under someone else’s name, typically a scientist or engineer whom I interviewed for the piece.
My favorite moment in that role came when I sat down with a manager who was new to the company to discuss a writing project. She handed me an offprint of an op-ed by the division vice president, accompanied by his photo.
“Study this,” she said, a bit officiously. “Everything you need to know is in his article.”
Maybe you see where this is going. Notwithstanding the VP’s smiling face, I’d written every word.
Ghostwriting can lead to this sort of haziness about authorial authenticity. But is it unethical?
Certainly, I didn’t think so. I produced what was essentially the voice of the corporation placed in the mouths of its subject matter experts (SMEs) and executives, who were either too busy or incapable of writing the articles. The company hoped readers would contact the SMEs to learn more; they weren’t interested in anyone talking to me. And I was happy to remain in the shadows (yes, with my check).
I explained as much to students in my professional writing classes, where I focused on the business of writing, pointing out that CEOs are no more likely to write their own op-ed pieces than are U.S. presidents to write their own speeches. But they were nevertheless uneasy with the practice. They couldn’t imagine writing anything without getting a byline, even when I explained the concept of work for hire.
Ghostwriting is a kind of imposture, presenting to the world writing that is not one’s own. Nevertheless, like the spirits for which it is named, ghostwriting exists in a shadowy realm where things are not what they seem. It inhabits an ethical twilight zone.
“When students fail to acknowledge the sources from which their essays are drawn or, worse, when they expropriate the language of another, we righteously cry plagiarism and penalize them; once the student attains the status of senator, congressperson, or president, the rules change. Feigning authorship of another’s thoughts and words is then not only expected but publicly funded.”
When Jamieson wrote those words, in 1988, she could not have foreseen how ChatGPT would make ghostwriting available to everyone, not just politicians and celebrities, making questions about its ethicality even more pressing.
I plugged into Ghostwriter OpenAI ChatGPT and asked it to expound briefly on the ethicality of ghosting:
“Ghostwriting is a contentious practice within the realm of ethics. On one hand, proponents argue that it is a legitimate form of collaboration, where the writer’s expertise brings another individual’s ideas to life. It allows busy or less skilled individuals to share their knowledge and experiences through the written word. However, critics argue that ghostwriting undermines authenticity and intellectual integrity.”
This isn’t exactly an incisive analysis of the topic, but it’s not a bad start. Yes, ghostwriting is ethically contentious. However, and this is a crucial point, it allows “less skilled individuals to share their knowledge and experiences through the written word.”
Of course, the person who turns to AI for these answers may not do any deep thinking about the topic—or any thinking, at all. And this is what we ask of writing, especially in the academic setting, that it serve as a way to wrestle with ideas and arguments, to write our way toward conclusions. Further, this is why the answer to the question “May students use ChatGPT to write essays?” must be a hard no.
Still, we have to face the question of ghostwriting’s ethicality in other instances. When is it allowable? I think for practical, workaday writing chores, AI technology has already won out.
When I began teaching professional writing some 40 years ago, I included instruction on putting together an effective memo. I did something similar in numerous training sessions I conducted for corporations. Today, with AI ghosts haunting every classroom and office, this sort of coaching would be like teaching a driver how to read a road map.
Universities have long privileged writing, introducing students to the academic enterprise in freshman composition classes and making writing central to innumerable courses. Now, the primacy of writing skills is being challenged by the ghosts of AI. And not just for students: I cannot point to any data; however, my experience with colleagues suggests that faculty are using ChatGPT and other AI applications to assist in their writing. A draft journal article I reviewed recently included text stating the authors used ChatGPT to edit their manuscript.
Kathleen Jamieson argued that the rules for authorial authenticity change when people become elected officials. Now they change when we have access to the internet.
Ghosts are everywhere.
Patrick M. Scanlon is a professor emeritus in the School of Communication at Rochester Institute of Technology.
In my classroom, I frequently encounter students expressing their opinions: “How is this relevant to the real world?” or “Why should I care? I will never use this.” This highlights the need for educators to emphasize real-world applications across all subjects.
As an educator, I consistently strive to illustrate the practical applications of geography beyond the classroom walls. By incorporating real-world experiences and addressing problems, I aim to engage students and encourage them to devise solutions to these challenges. For instance, when discussing natural resources in geography, I pose a thought-provoking question: “What is something you cannot live without?” As students investigate everyday items, I emphasize that most of these products originate from nature at some point, prompting a discussion on the “true cost” of these goods.
Throughout the unit, I invite a guest speaker who shares insights about their job duties and provides information related to environmental issues. This interaction helps students connect the dots, understanding that the products they use have origins in distant places, such as the Amazon rainforest. Despite it being thousands of miles away, I challenge students to consider why they should care.
As students engage in a simulation of the rainforest, they begin to comprehend the alarming reality of its destruction, driven by the increasing demand for precious resources such as medicines, fruits, and beef. By the conclusion of the unit, students will participate in a debate, utilizing their research skills to argue for or against deforestation, exploring its implications for resources and products in relation to their daily lives. This approach not only enhances their understanding of geography but also creates a real-world connection that fosters a sense of responsibility toward the environment.
Creating a foundation to build upon
Engaging in academic discussions and navigating through academic content is essential for fostering a critical thinking mentality among students. However, it is often observed that this learning does not progress to deeper levels of thought. Establishing a solid foundation is crucial before advancing toward more meaningful and complex ideas.
For instance, in our geography unit on urban sprawl, we start by understanding the various components related to urban sprawl. As we delve into the topic, I emphasize the importance of connecting our lessons to the local community. I pose the question: How can we identify an issue within the town of Lexington and address it while ensuring we do not contribute to urban sprawl? Without a comprehensive foundation, students struggle to elevate their thinking to more sophisticated levels. Therefore, it is imperative to build this groundwork to enable students to engage in higher-order thinking effectively.
Interdisciplinary approaches
Incorporating an interdisciplinary approach can significantly enrich the learning process for students. When students recognize the connections between different subjects, they gain a deeper appreciation for the relevance of their education. According to Moser et. al (2019), “Integrative teaching benefits middle-level learners as it potentially increases student engagement, motivation, and achievement. It provides learners with the opportunity to synthesize knowledge by exploring topics and ideas through multiple lenses.” This method emphasizes the importance of making meaningful connections that deepen students’ comprehension. As they engage with the content from different perspectives, students will apply their learning in real-world contexts.
For instance, principles from science can be linked to literature they are studying in English class. Similarly, concepts from physics can be applied to understand advancements in medical studies. By fostering these connections, students are encouraged to think critically and appreciate the interrelated nature of knowledge.
Incorporating technology within classrooms
In today’s digital world, where technology is readily accessible, it is crucial for classroom learning to align with current technological trends and innovations. Educators who do not incorporate technology into their teaching practices are missing an opportunity to enhance student learning experiences. In my class, I have students explore their designated area using Google Earth, which we previously outlined. Each student selected a specific region to concentrate on during their analysis. This process involves identifying areas that require improvement and discussing how it can benefit the community. Additionally, we examine how these changes can help limit urban sprawl and reduce traffic congestion.
We have moved beyond the era of relying solely on paper copies and worksheets; the focus now is on adapting to change and providing the best opportunities for students to express themselves and expand their knowledge. As Levin & Wadmany (2014) observe, “some teachers find that technology encourages greater student-centeredness, greater openness toward multiple perspectives on problems, and greater willingness to experiment in their teaching.” This highlights the necessity for teachers to evolve into facilitators of learning, acting as guides who support students taking ownership of their learning.
Strategies for implementation
1. Start with the “why”: Teachers should critically consider the significance of their instructional approaches: Why is this method or content essential for students’ learning? Having a clear vision of the desired learning outcomes enables educators plan effectively and what instructional strategies to use. This intentionality is crucial.
2. Use authentic materials: Incorporating meaningful text that involves real-world concepts can significantly enhance students’ engagement. For instance, in social studies class discussing renewable energy can lead to academic discussion or projects where students research about local initiatives in their community.
3. Promote critical thinking: Encourage students to engage in critical thinking by asking open-ended questions, creating opportunities for debates to challenge their ideas, and urging them to articulate and defend their viewpoints.
4. Encourage collaboration: Students excel in collaborative learning environment, such as group projects and peer reviews where they can engage with their classmates. These activities allow them to learn from each other and view different perspectives.
5. Provide ongoing feedback: Providing constructive feedback is essential for helping students identify their strengths and areas for improvements. By having planned check-ins, teachers can tailor their instruction to ensure that they are meeting the academic needs of individual students.
References
Levin, T., & Wadmany, R. (2006). Teachers’ Beliefs and Practices in Technology-based Classrooms: A Developmental View. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478
Moser, K. M., Ivy, J., & Hopper, P. F. (2019). Rethinking content teaching at the middle level: An interdisciplinary approach. Middle School Journal, 50(2), 17–27. https://doi.org/10.1080/00940771.2019.1576579
Skyler Stoll, Middle School Teacher, South Carolina
Skyler Stoll is a graduate student at the University of South Carolina and is a 7th grade social studies teacher in South Carolina.
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Like it or not, AI is evolving, and it is cementing its place in education. And the CoSN 2025 Conference is preparing attendees to meet the AI challenge head-on, focusing this year’s conference theme on human leadership in an AI world.
Register here to attend this year’s conference in Seattle.
Ken Shelton, an independent consultant, speaker, advisor, and strategist, opens the conference on Monday, March 31 with his keynote, Reimagining Learning with AI: A Path to Empowerment. Shelton will explore the promises and perils of leveraging AI in education and will delve into strategies for maximizing AI’s benefits while addressing its risks, ensuring that AI becomes a tool for true empowerment in education.
On Tuesday, April 1, panelists Lindsay E. Jones, CEO of CAST, Lindsay Kruse, CEO of All Means All, and Rachell Johnson, director of assistant technology at SCATP, will participate in a general session, Leadership, Not Bystanders, moderated by Sarah Radcliffe, director of Future Ready Learning in the School District of Altoona. Panelists will discuss how can to ensure that no student is overlooked as AI continues to reshape education.
The closing keynote on Wednesday, April 2, Beyond the Algorithm–Building Trust, Access, and Purpose in AI-Enhanced Education, features Richard Culatta of ISTE + ASCD, Victor Lee of the Graduate School of Education at Stanford University, Pati Ruiz, EdD, of Digital Promise, and Kris J. Hagel of the Peninsula School District. The discussion will focus on ensuring AI enhances, rather than diminishes, human potential in education.
Organizational change management for digital transformation
Spotlight sessions cover cybersecurity and physical security, tackling cell phones in classrooms, top edtech trends in 2025, edtech and AI quality indicators, and FERPA.
Wondering what the CoSN conference has for you?
Chief Technology Officers
Learn proven strategies for getting the dollars you need to build the infrastructure for today and tomorrow
Connect with your peers and build your community of practice
Discover how to stretch scarce resources to make the greatest impact on teaching and learning Instructional Technology Directors
Instructional Technology Directors
Hear about new tools and models for engaging students and personalizing instruction
Strategize about how to bridge the gap between the technical and instructional silos
Improve your leadership skills and how to scale technology beyond islands of innovation
Superintendents, District Teams, and Education Service Agencies
Hear from thought leaders on how to create a vision for digital conversion and continuously improving innovative culture in your district
Learn tips for breaking down the silos and leveraging technology to enable a 21stcentury school system
Share creative and strategic solutions about how to create robust learning environments at school and at home
Industry, Government, and Nonprofit Representatives
Understand what is keeping school system technology leaders up at night
Share information on emerging tools and services for learning
Learn about better strategies and models for implementing, maintaining, and evaluating technology for learning
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.
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NEW ORLEANS — “It doesn’t matter what I brought to the table in terms of preparation. In the eyes of some, I’m just gonna be ill-equipped.”
That sentiment, expressed by Denver Public Schools Superintendent Alex Marrero, sums up the double standards he says education leaders of color face regularly.
“Double standards are so, so, so real, and you all need to accept that,” Marrero told a packed session this month at the annual conference of AASA, The School Superintendents Association.
“Hopefully during our time, that shifts. But once you realize that’s the reality, you’ll be well-equipped to navigate the turbulent waters that, again, were not designed for us to succeed as scholars, much less leading organizations like ours,” said Marrero, who has led DPS since 2021 and is the district’s third superintendent since 2018.
Just 200 — or roughly 40% — of the nation’s 500 largest school districts, the superintendencies are held by leaders of color, according to 2024 data from ILO Group’s Superintendent Research Project. Furthermore, only 72 — or 14% — of those school superintendents are women of color.
During two March 7 AASA conference sessions, Black and Latino leaders from eight districts nationwide shared their challenges and experiences, as well as insights on what helped them reach their position — and what keeps them going. Here are three takeaways.
Identity matters
Martha Salazar-Zamora, superintendent of Texas’ Tomball Independent School District, demonstrated how she sometimes changes her speech depending on who she’s speaking with.
“I learned that, at times, I am Martha Salazar-Zamora, and there are times where I’m Martha Salazar-Zamora,” she said, dropping her accent the second time she spoke her name. “If you understand that, you understand that. And if you don’t, you maybe never will.”
Known as code-switching, this is the practice of adjusting one’s language, mannerisms or appearance to fit a social context or environment for the comfort of others or to achieve a desired outcome. And it’s something leaders of color might navigate, particularly if they’re the first non-White person to hold a role.
“I knew when I had to be who I had to be. I knew why I had to be, whether it was an interview, whether it was whatever it might be, an introduction,” said Salazar-Zamora.
That doesn’t mean, however, that a superintendent’s identity has to be left at the door. Avis Williams, who resigned as superintendent of Louisiana’s NOLA Public Schools in November, shared the benefit that comes with embracing the idea of having students of color see someone who looks like them.
“When I go to schools, I love it when little girls are like, ‘My hair is like yours.’ Yes, baby, it is,” said Williams. “Some of them will google me, and it’s like, ‘She wore Afro puffs!’”
These can seem like small details, but seeing a leader who looks like them conveys to students, “Anything you see that I have done, you can do that and more,” said Williams. “We have to make sure that we can bring our whole selves into the role in order to really live out that truth.”
As a superintendent in Oregon’s Gresham-Barlow School District from 2017 to 2021 , Katrise Perera was the only Black woman district leader in the state, she said. “In my second year, we had another Black superintendent, a male.”
One specific memory from that superintendency still resonates for her. Once a week, she would read to elementary school classes, and children could sit where they wanted. Eventually, her communications team pointed out to her that in most photos, students of color were sitting close to her in the front.
“They were gathering around me. I still get chills to this day,” said Perera, now superintendent of Texas’ Lancaster Independent School District.
“When it comes to kids, you’re gonna get all of me,” she concluded.
Relationships — and allies — are key
Who you know and the relationships you build can make the difference in climbing professional ladders. LaTonya Goffney, superintendent of Texas’ Aldine Independent School District, told another AASA session how support from White and male allies helped her rise to district leadership.
“It’s about time for men to pave the way for women to be able to do this job,” Goffney said.
Among the nation’s 500 largest school districts, just 30% were led by women, and only 14% are women of color, according to data released by ILO last year.
Goffney attained her first superintendency in 2008 in rural Coldspring, Texas. A middle school principal at the time, Goffney was about nine years into her career as an educator.
Goffney said a mentor who was a White man visited her middle school and said, “You need to apply.” This was followed by a local church pastor, also a White man, stopping by her school and encouraging her to apply.
Though the board initially had someone else in mind, Goffney said that these relationships — as well as those she built during the interview process — helped her get across to the board that as someone who grew up in the community, she understood it and would be ready on day one.
“I had people who believed in me — and again, didn’t look like me,” said Goffney.
A similar story held true five years later, when Goffney moved to the superintendency of Texas’ Lufkin Independent School District. When you’re doing great work, people call, she said, and another mentor who was a White man encouraged her to pursue the top spot in a larger district.
Her initial interview for Lufkin, which the district’s search firm had labeled just a “courtesy interview,” led to a second round, and eventually her hiring as the district’s first Black superintendent — a distinction Goffney has held in all three districts she has led.
“It’s important to be connected and be exposed,” said Goffney.
Engaging the community makes a difference
Getting into a top leadership position is one thing, but engaging the community and having them understand where you’re coming from is crucial for longevity, said speakers in both sessions.
Mark Bedell oversaw Kansas City Public Schools for six years before becoming superintendent of Maryland’s Anne Arundel County Public Schools in 2022. When he started at Kansas City in 2016, the system was in its 16th year of being unaccredited, he said, and the average tenure of the 27 superintendents before him was 1.8 years.
People told him the situation was so bad that he would be “run out” of the district in two years or would leave on his own, he said. But Bedell ended up being the school system’s longest tenured superintendent in over 50 years. And his team — several of whom are also now superintendents elsewhere, he said — ultimately restored accreditation to the district for the first time in 20 years.
“When I interviewed and did my first press conference in Kansas City, I told folks, ‘My job is to come here and help give some hope to a community that was completely hopeless,’” said Bedell. The community, he recounted, faced such systemic issues as racism, lack of affordable housing and violence.
“The permanence of hopelessness was like nothing I’d ever seen,” said Bedell.
“And I said, ‘But we’re going to give these people hope, because not only am I going to live in the city, I’m going to enroll my kids into this school district.’”
This, he said, let the community understand that he was committed to moving the district forward for their children, as well.
There are four types of individuals that superintendents hear from in any community, said Denver’s Marrero. They include those who know how to navigate the system, those with connections that can help them get a direct meeting, those who are elected or in positions of privilege they can leverage, and those who are “loud or obnoxious” enough to be heard.
While it requires little effort to hear from these groups and they shouldn’t be ignored, Marrero said it’s also crucial to hear from everyone else. “That parent who says, ‘I’m always invisible.’ Or that one who’s afraid to speak up, because if you speak up — especially during these times — you may get shipped out.”
It’s important to gather the wants and needs of those often unheard voices and weigh them equally with the others. Incorporating all those voices in your strategic planning, said Marrero, is “the ultimate cheat code.”
“What I’ve been able to prove to my community is that, one, I’m not afraid of — as the saying goes — taking one on the chin, and I’m not afraid of making tough decisions,” said Marrero.
Often a department of one, drama teachers must work proactively to find support networks and community resources that enable them to provide the best education possible.
In late spring, 2006, I was faced with a quandary: How do you teach drama? I had just been assigned my first drama classes at North Hollywood High School, where I’d been teaching for two years, and although I had many thoughts about shows I might direct that would be a good fit for our student population, I had no idea what to include in day-to-day classroom curriculum.
This conundrum was unfortunately not new to me. I had just earned my teacher certification in the state of California as an English teacher through LAUSD’s District Intern Program. Never mind that I had never taken an English class in college — I passed the state exam for English language arts and that was sufficient for entry to the program. As a result, I leaned heavily on the expertise of teachers in the English department at North Hollywood for guidance on what to teach. I asked those colleagues what they were teaching to get insight into what materials and activities were successful with our students. However, when it came to drama, I’d be on my own. Although elements of drama pedagogy were incorporated into various graduate courses I’d taken while a student in NYU Steinhardt’s Program in Educational Theatre, I lacked a scaffolded approach to learning how to create a curriculum and no set community of drama teachers to turn to for support.
Just as I had experienced in the English department at North Hollywood, most teachers have the luxury of working with colleagues who teach the same content. Consider the math department, the social studies department, or the science department. But how many schools have a drama department? Some lucky few might find themselves within an arts department, but how similar are visual art teaching, music teaching, dance teaching, and drama teaching? Consequently, it is incumbent upon drama teachers to get out of the isolation of being a department-of-one and find a support network of trusted peers to whom they can turn when faced with the all-too-common question: “What now?”
Community support for drama and theater teachers
Professional organizations like the American Alliance for Theatre and Education (AATE) and the Educational Theatre Association (EDTA) host annual conferences that provide theater educators with needed professional development and networking which are necessary resources for supporting classroom teachers. However, membership in these organizations is not free, and registration and travel to attend these annual conferences requires investment from school and district leadership to support teachers in their professional development.
The support drama teachers get from these organizations is essential at this political moment. In the press, a lot of attention is given to book banning across the country, but less so to censorship and restrictions in the arts. For the last five years, Qui Nguyen’s play “She Kills Monsters” regularly appears in EDTA’s annual survey of the top ten plays performed in schools, and yet the work has been met with calls for censorship and cancellation due to the play’s content. Other popular plays have faced a similar fate — be it Lorraine Hansberry’s “A Raisin in the Sun,” Moisés Kaufman and members of Tectonic Theatre Project’s “The Laramie Project,” Bert V. Royal’s “Dog Sees God: Confessions of a Teenage Blockhead,” or even works by William Shakespeare.
Through participation in national organizations like AATE and EDTA, drama teachers are able to develop support networks across the country. In community and solidarity, drama teachers are able to develop skills to meet the needs of an ever-diversifying student population, improve classroom instruction, promote deeper arts learning, and respond to classroom and community challenges in turbulent times.
It’s National Apprenticeship Week. Today on the HEPI blog, you can read about how University Alliance members are using healthcare degree apprenticeships to address workforce shortages: click here to read.
Or carry on reading to hear from Viggo Stacey at QS about how the researchers at Swansea University are solving contemporary problems like potholes with cutting-edge research.
By Viggo Stacey, International Education & Policy Writerat QS Quacquarelli Symonds.
Drivers in England and Wales encounter an average of six potholes per mile, and damage sustained from them cost drivers an average of £460 in 2024. One estimate put the cost of potholes to the UK economy at £14bn last year.
Research published last week by Swansea University provides a real solution to this critical problem. Adding plant spores to bitumen will create a self-healing road surface that can extend its lifespan by 30%.
This speaks directly to the Secretary of State for Education’s five key priorities for reform of the higher education system – that universities should play a great civic role in their communities.
Local communities and businesses need to benefit fully from the work of higher education institutions, Bridget Phillipson wrote to the sector in November last year and as Debbie McVitty recently covered over at Wonkhe. This research will help individual drivers, councils across the country and UK industry.
But another thing that is so exciting about this discovery is where it came from. Swansea University, on the south coast of Wales and an institution whose Vice Chancellor in the last week has said higher education in Wales is facing ‘the toughest [financial] position that we’ve been in’, is showing what its academics are capable of, given the right resources.
And that leads to the second place where this research originated.
One of those involved is Dr Jose Norambuena-Contreras, a Senior Lecturer in Swansea’s Department of Civil Engineering, originally from Chile, while Dr Francisco Martin-Martinez is a Lecturer at King’s College London’s Chemistry Department who hails from Spain.
It is also notable that this news came out on the day that Keir Starmer became the first UK prime minister to join a gathering with EU leaders since Brexit.
While rejoining the EU’s single market is firmly off the cards, a deal on youth mobility is an obvious open goal. Some 57% of voters recently backed a scheme for the under 30s, in addition to polling last year finding 58% thinking a scheme is a good idea.
The UK Science and Tech Secretary, Peter Kyle, rightly met with EU counterparts in January to push to turbo-charge UK-EU science and technology links in a bid to tackle shared global challenges.
Potholes in the UK might just be a small part of the UK’s challenge. But as Norambuena-Contreras puts it, it’s a ‘very sexy topic’ that British people like to talk about. If researchers can continue to identify problem areas that resonate with local communities and industry, they’ll be on to a winner.
International talent is, and will continue to be, key to solving crises across the UK. If only researchers at the country’s top business schools were empowered to find solutions to filling higher education’s financial gaps in the same way as others can for potholes.
Jessica Turner, CEO at QS Quacquarelli Symonds, commented:
The UK’s universities are not just centres of learning—they are engines of economic transformation and real-world problem-solving.
Research from the University of Bristol released this week – showing that it contributed £1.13 billion to the West of England economy in 2022/23 – is just one example of that.
Swansea University’s ground-fixing research is a perfect example of how higher education drives innovation with tangible benefits for communities, industries, and the economy,” Turner added.
As the QS World Future Skills Index highlights, the UK is a global leader in academic readiness and future workforce skills. To sustain this momentum, continued investment in universities is essential—not just to address today’s challenges but to shape the solutions of tomorrow.
There’s no shortage of hurdles school leaders must vault over each day. Among them: an ever-evolving influx of new technologies, threats to physical and cybersecurity, spillover from culture wars, and limited budgets. On top of that, this year brings the added challenge of a shifting policy landscape as a new presidential administration takes power.
To help you map out solutions and best practices for the year ahead, K-12 Dive has gathered our 2025 outlook coverage below as a one-stop resource on the trends impacting schools.
