Tag: District

  • 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

  • Federal District Judge Rules Against Trump’s Anti-DEI Orders

    Federal District Judge Rules Against Trump’s Anti-DEI Orders

    One of the Trump administration’s attempts to terminate diversity, equity and inclusion initiatives on college campuses and in K–12 classrooms has been struck down by a federal district court judge who previously put the guidance on hold.

    Judge Stephanie Gallagher declared in the Thursday ruling that the Department of Education broke the law when it tried to withhold grant funding from institutions that practiced DEI based on one of the president’s executive orders and a related guidance letter. 

    In her opinion, Gallagher focused less on the legality of the attempt to ban DEI itself, but rather the process through which the president and secretary of education tried to do so.

    “This court takes no view as to whether the policies at issue in this case are good or bad, prudent or foolish, fair or unfair. But, at this stage too, it must closely scrutinize whether the government went about creating and implementing them in the manner the law requires. Here, it did not,” the judge wrote. “By leapfrogging important procedural requirements, the government has unwittingly run headfirst into serious constitutional problems.”

    That said, she did explain the ways Trump’s policy violated the Constitution, saying, “The government cannot proclaim that it ‘will no longer tolerate’ speech it dislikes because of its ‘motivating ideology’—that is a ‘blatant’ and ‘egregious’ violation of the First Amendment.”

    Gallagher’s decision followed a motion for summary judgment that was filed by the plaintiffs, the American Federation of Teachers and the American Sociological Association, after they won a preliminary injunction that blocked parts of Trump’s anti-DEI policy since April. (Gallagher was appointed by Trump during his first presidency in 2018.)

    Since the Education Department’s anti-DEI guidance was enjoined, the Trump administration has made other attempts to block the same academic practices. Most recently, the Department of Justice published a nine-page memo that stated that DEI is unlawful and discriminatory.

    Still, AFT president Randi Weingarten viewed the ruling as a “huge win” against Trump’s “draconian attacks on the essence of public education.”

    “This decision rightly strikes down the government’s attempt to dictate curriculum, and, in so doing, upholds the purpose and promise inherent in our public schools,” Weingarten said in a news release.

    Source link

  • NYC Teachers Believe Many Kids Are Gifted & Talented. Why Doesn’t the District? – The 74

    NYC Teachers Believe Many Kids Are Gifted & Talented. Why Doesn’t the District? – The 74


    Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter

    In 2020, around 3,500 incoming New York City kindergartners were deemed eligible for a public school gifted-and-talented program. In 2021, that number spiked up to over 10,000.

    What happened to nearly triple the number of identified “gifted” students in NYC in a single year?

    The difference was the screening method. In 2020, as in the dozen years beforehand, 4-year-olds were tested using the Otis-Lennon School Ability Test and the The Naglieri Nonverbal Ability Test. Those who scored above the 97th percentile were eligible to apply to citywide “accelerated” programs. Those who scored above the 90th were eligible for districtwide “enriched” classes.

    But in 2021, the process was changed. Now, instead of a test, students in public school pre-K programs qualify based on evaluations by their teachers, and there is no differentiation between those eligible for “accelerated” or “enriched” programs.

    In 2022, the last year for which figures are available, 9,227 students were deemed qualified to enter the gifted-and-talented placement lottery. But for the last decade there have only been about 2,500 spots citywide. Over 6,700 “gifted” students weren’t offered a seat. 

    That’s a shame, because, based on their overwhelming responses to the city’s G&T recommendation questionnaires, NYC teachers believe the vast majority of their young students – a statistically impressive 85% – would thrive doing work beyond what is offered in a regular classroom.

    When evaluating students for a G&T recommendation, teachers are asked, among other things, whether the child:

    • Is curious about new experiences, information, activities, and/or people;
    • Asks questions and communicates about the environment, people, events and/or everyday experiences in and out of the classroom;
    • Explores books alone and/or with other children;
    • Plays with objects and manipulatives via hands-on exploration in and outside of the classroom setting;
    • Engages in pretend/imaginary play;
    • Engages in artistic expression, e.g. music, dance, drawing, painting, cutting, and/or creating
    • Enjoys playing alone (enjoys own company) as well as with other children.

    This video illustrates how such “gifted” characteristics can be applied to … anybody.

    The Pygmalion Effect has demonstrated that when teachers are told their students are “gifted,” they treat them differently — and by the end of the year, those children are performing at a “gifted” level.

    Extrapolating that 85% of incoming kindergartners to the 70,000 or so kids enrolled at every grade level in NYC, that would mean there are 59,500 “gifted” students in each academic year, for a whopping total of 773,500 “gifted” K-12 students in the New York City public school system.

    And extending those calculations to the whole of the United States, then 85% of 74 million — i.e. 62,900,000 — 5- through 18-year-olds are capable of doing work above grade level. With that in mind, academic expectations could be raised across the board, and teachers would implement the new, higher standards filled with confidence that the majority of their students would rise to the occasion. NYC teachers have already said as much on their evaluations.

    What would happen if NYC were to provide a G&T seat to every student whom its own teachers deemed qualified? If it were subsequently confirmed that over 773,500 students in a 930,000-plus student school system are capable of doing “advanced” work, can parents, activists and everyone invested in making education the best it can possibly be for all expect to see such higher-level curriculum extended to all students — in NYC and, eventually, across America?

    As for the minority who weren’t recommended for “advanced” instruction, the combination of Pygmalion Effect and the benefits of mixed-ability classrooms should raise their proficiency, as well.

    Isn’t it worth a try?


    Get stories like these delivered straight to your inbox. Sign up for The 74 Newsletter

    Source link

  • Why student engagement starts with teacher clarity

    Why student engagement starts with teacher clarity

    Key points:

    In Alpine School District, we serve a wide range of students, from Title I to highly affluent communities. While our population has traditionally been predominantly white and middle income, that’s changing. In response to this growing diversity and shifting needs, one of my missions as professional learning and curriculum director for secondary schools has been to provide needs-based professional learning, just in time for educators, and to give them a real voice in what that looks and feels like.

    I lead a team of full-time educator equivalents across every discipline: math, science, social studies, ELA, the arts, health, and PE. Together, we guide professional learning and instructional support. Over the past several years, we’ve had to take a hard look at how we teach, how we engage students, and how we prepare educators for long-term success.

    Where we started: Tier 1 challenges and high turnover

    When I first became curriculum director, I noticed in our data that our schools were not making much progress, and in some cases had stagnated in growth scores. We were leaning heavily on Tier 2 interventions, which told us that we needed to shore up our Tier 1 instruction.

    At the same time, we were hiring between 400 and 500 teachers each year. We’re located near several universities, so we see a continuous flow of new educators come and go. They get married, they relocate, or a spouse gets into medical school, which translates to a constant onboarding cycle for our district. To meet these challenges, we needed professional learning that was sound, sustainable, and meaningful, especially early in a teacher’s career, so they could lay a strong foundation for everything that would come after.

    Teacher clarity and engagement by design

    Several years ago, we joined the Utah State Cohort, doing a deep dive into the Teacher Clarity Playbook. That experience was a real turning point. We were the only team there from a district office, and we took a train-the-trainer approach, investing in our strongest educators so they could return and lead professional learning in their content areas. Since then, we’ve used Engagement by Design as the framework behind much of our PD, our classroom walkthroughs, and our peer observations. It helped us think differently: How do we support teachers in crafting learning intentions and success criteria that are actually meaningful? How do we align resources to support that clarity? We’ve embedded that mindset into everything.

    Coming out of the pandemic, Alpine, like many districts around the country, saw decreased student engagement. To focus deeply on that challenge, we launched the Student Engagement Academy, or SEA. I co-designed the Academy alongside two of our content specialists, Anna Davis and Korryn Coates. They’re both part-time teacher leaders at the district office and part-time visual arts teachers in schools, so they live in both worlds. That was important because we believe professional learning should always be contextualized. We don’t want teachers burning extra bandwidth trying to translate strategies across subject areas.

    SEA is a yearlong, job-embedded learning experience. Teachers participate in PLCs, conduct peer observations, and complete a personalized learning project that showcases their growth. Our PLC+ coaches work directly with our lead coach, Melissa Gibbons, to gather and analyze data that shapes each new round of learning. We also included classroom observations, not for evaluation, but to help teachers see each other’s practice in action. Before observations, Anna and Korryn meet with teachers in small groups to talk through what to look for. Afterward, they debrief with the teachers: What did we see? What evidence did we see of student engagement? What did we learn? What are we still wondering? As we answer these questions about teaching, we’re also asking students about their experience of learning.

    Learning from student surveys

    Hearing from our students has been one of the most powerful parts of this journey. With the support of our Director of Student and Educator Well-eing, we created a student survey. We asked a random group of students questions such as:

    • What are you learning?
    • How are you learning it?
    • How do you know how you’re doing?
    • Why does it matter?

    The responses were eye-opening. Many students didn’t know why they were learning something. That told us our teachers weren’t being as clear or as intentional as they thought they were. One specific question we asked was based on the fact that attendance in world language classes stayed high during the pandemic, while it dropped in other subjects. We asked students why. The answer? Relationships, expectations, and clarity. They said their world language teachers were clear, and they knew what was expected of them. That led other disciplines to reflect and recalibrate.

    Today, teachers across subjects like ELA, math, and social studies have participated in a SEA cohort or aligned learning. We’re seeing them plan more intentionally, better target skills, and align instruction with assessment in thoughtful ways. They’re starting to see how mirroring instruction with how learning is measured can shift outcomes. It’s been truly exciting to witness that change. Engaging students through improved teacher clarity, positive classroom relationships (with each other, the teacher, and the content), and providing the students with appropriate levels of rigor has been a game changer.

    Building teacher leadership teams

    Next year, we’re focusing on developing teacher leadership skills, knowledge, and dispositions across the full geographic area of our district. We’re building professional capacity through leadership teams using the PLC+ model, with an emphasis on facilitation skills, research-based practice, and advocacy for strong instruction in every discipline.

    If you’re a district leader looking to boost student engagement through professional development, my advice is simple: You can’t do it alone. You need a team that shares your values and your commitment to the work. You also have to be guided by research–there’s too much at stake to invest in strategies that don’t hold water. Finally, this is a marathon, not a sprint. Aim for small, incremental changes. There’s no silver bullet, but if you stay the course, you’ll see real transformation.

    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

  • District Court Judge Continues to Demand OCR Reinstate Staff

    District Court Judge Continues to Demand OCR Reinstate Staff

    The Office for Civil Rights handles complaints concerning discrimination in federally funded education institutions.

    Saul Loeb/AFP via Getty Images

    A federal district court judge refused the Trump administration’s request to vacate a previous ruling that prohibited the Department of Education from laying off nearly half its Office for Civil Rights staff.

    The decision was made by Massachusetts judge Myong Joun on Wednesday and involved the case Victim Rights Law Center v. Department of Education. It comes just a month after the Supreme Court reversed a preliminary injunction in a similar case, New York v. McMahon, which Joun also oversaw. 

    In the new order, the district court judge argues that the cases, and therefore their related rulings, are separate. 

    The New York case, which was filed by multiple state attorneys general, addressed the reduction in force more broadly, Joun said. By comparison, the Victim Rights Law Center case more specifically addresses the RIF at OCR and how it may hold the office back from completing its statutory mandate of protecting students from discrimination.

    So, although the Supreme Court allowed the Trump administration to continue with the reduction in force broadly, Joun argues, it does not mean the enjoinment of layoffs within OCR is no longer applicable.

    Trump officials “present two arguments for why vacatur or a stay are appropriate: first, that the Supreme Court granted the stay in a related case, and second, that the two related cases are ‘indistinguishable in all pertinent respects.’ I am unconvinced by either argument,” Joun wrote. “Although this case and New York are related, I issued a separate Preliminary Injunction Order to address the unique harms that Plaintiffs alleged arose from their reliance on the OCR.”

    He also noted that even though the high court judges reversed one preliminary injunction, that does not mean they have made a final ruling on the merit of the RIF.

    Finally, Joun went on to say that the defendants’ motion for stay has little standing, as “they have not substantially complied with the preliminary injunction order” in the first place. Reporting from The 74 backs this up, showing that none of the 276 fired OCR employees have been reinstated.

    Source link

  • Florida district won’t rehire teacher in LGBTQ+ controversy over student’s preferred name

    Florida district won’t rehire teacher in LGBTQ+ controversy over student’s preferred name

    This audio is auto-generated. Please let us know if you have feedback.

    Brevard Country Public Schools will not rehire the veteran Florida English teacher at the center of an LGBTQ+ controversy over using a student’s preferred name, according to local news reports. 

    Melissa Calhoun, who taught at Satellite High School and had worked in Brevard County schools for over a decade, was initially reprimanded by the district in April for calling the student by the name they wanted to use.

    Her case marked one of the first high-profile incidents of a teacher being disciplined for such a reason in a state that has led the charge for strictly applying anti-LGBTQ+ laws to K-12 classrooms. The rebuke led to her contract not being renewed and her professional certificate being placed under state review. Calhoun ultimately got to keep her teacher’s license under a recent settlement.

    The situation arose from Florida’s 2023 law restricting the use in public schools of names and pronouns that don’t align with a student or employee’s sex assigned at birth.

    However, by the end of July, the Florida Department of Education’s Education Practices Commission reached a settlement with Calhoun that allowed her to teach on probation for one year, fined her $750, and required her to complete an ethics and education course.

    Nonetheless, Brevard County will not rehire Calhoun, according to a statement Superintendent Mark Rendell shared with local media outlets.

    “Teachers hold a powerful position of influence, and that influence must never override the rights of parents to be involved in critical decisions affecting their children,” said Rendell. “This was not a mistake. This was a conscious and deliberate decision to engage in gender affirmation without parental knowledge.” 

    Calhoun, who taught the student before and after the 2023 law, told News 6 that using the student’s preferred name was a mistake. “There wasn’t any intention to subvert this parent’s wishes,” she said. “This happened out of habit and frankly was an unfortunate oversight on my part.” 

    Rendell said he expects Calhoun to complete the state’s one-year probation requirement “before any consideration of employment.” 

    Four months prior, Calhoun posted on LinkedIn that she was looking for work elsewhere, primarily in corporate training roles.

    Calhoun’s situation comes as “Don’t Say Gay” and other anti-LGBTQ+ state laws raise questions for teachers on how to navigate relationships with students and parents while staying within legal bounds.

    According to a survey conducted by RAND Corp. between April and May 2022, when some of the earlier laws were passed and implemented, about 1 in 4 teachers reported that local and state restrictions on race and gender topics had influenced their choices of curriculum materials or instructional practices. 

    Even outside of states with restrictions, teachers have reported feeling spillover impacts, according to the research.

    Teachers told RAND that teaching students under the new laws made the job more difficult, including making it more challenging to engage students in learning, support their critical thinking skills, and develop their ability to engage in different perspectives and build empathy. 

    Source link

  • 6 steps to transforming parent engagement, one message at a time

    6 steps to transforming parent engagement, one message at a time

    Key points:

    When you open the doors to a brand-new school, you’re not just filling classrooms, you’re building a community from the ground up. In August 2023, I opened our Pre-K through 4th grade school in Charlotte, North Carolina, to alleviate overcrowding at several East Charlotte campuses. As the founding principal, I knew that fostering trust and engagement with families was as essential as hiring great teachers or setting academic goals.

    Many of our students were transitioning from nearby schools, and their families were navigating uncertainty and change. My top priority was to create a strong home-school connection from the very beginning–one rooted in transparency, inclusivity, and consistent communication, where every parent feels like a valued partner in our new school’s success. Since then, we’ve added 5th grade and continue to grow our enrollment as we shape the identity of our school community.

    Up until two years ago, our district was primarily using a legacy platform for our school-to-home communication. It was incredibly limiting, and I didn’t like using it. The district then switched to a new solution, which helped us easily reach out to families (whose children were enrolling at the new elementary school) with real-time alerts and two-way messaging.

    The difference between the two systems was immediately obvious and proved to be a natural transition for me. This allowed us to take a direct, systematic, and friendlier approach to our school-home communications as we implemented the new system.

    Building strong home-school bonds

    Here are the steps we took to ensure a smooth adoption process, and some of the primary ways we use the platform:

    1. Get everyone on board from the start. We used comprehensive outreach with families through flyers, posters, and dedicated communication at open-house events. At the same time, our teachers were easily rostered–a process simplified by a seamless integration with our student information system–and received the necessary training on the platform.
    1. Introduce the new technology as a “familiar tool.” We framed our ParentSquare tool as a “closed social media network” for school-home communication. This eased user adoption and demystified the technology by connecting it to existing social habits. Our staff emphasized that if users could communicate socially online, they could also easily use the platform for school-related interactions.
    1. Promote equity with automatic translation. With a student population that’s about 50 percent Hispanic and with roughly 22 different languages represented across the board, we were very interested in our new platform’s automatic translation capabilities (which currently span more than 190 languages). Having this process automated has vastly reduced the amount of time and number of headaches involved with creating and sharing newsletters and other materials with parents.
    1. Streamline tasks and reduce waste. I encourage staff to create their newsletters in the communications platform versus reverting to PDFs, paper, or other formats for information-sharing. That way, the platform can manage the automatic translation and promote effective engagement with families. This is an equity issue that we have to continue working on both in our school and our district as a whole. It’s about making sure that all parents have access to the same information regardless of their native language.
    1. Centralize proof of delivery. We really like having the communication delivery statistics, which staff can use to confirm message receipt–a crucial feature when parents claim they didn’t receive information. The platform shows when a message was received, providing clear confirmation that traditional paper handouts can’t match. Having one place where all of those communications can be sent, seen, and delivered is extremely helpful.
    1. Manage events and boost engagement. The platform keeps us organized, and we especially like the calendar and post functions (and use both a lot). Being able to sort specific groups is great. We use that feature to plan events like staggered kindergarten entry and separate open houses; it helps us target communications precisely. For a recent fifth-grade promotion ceremony, for example, we managed RSVPs and volunteer sign-ups directly through the communications platform, rather than using an external tool like Sign-Up Genius. 

    Modernizing school-family outreach

    We always want to make it easy for families to receive, consume, and respond to our messages, and our new communications platform helps us achieve that goal. Parents appreciate receiving notifications via email, app, voice, or text–a method we use a lot for sending out reminders. 

    This direct communication is particularly impactful given our diverse student population, with families speaking many different languages. Teachers no longer need third-party translation sites or manual cut-and-paste methods because the platform handles automatic translation seamlessly. It’s helped us foster deeper family engagement and bridge communication gaps we otherwise couldn’t–it’s really amazing to see.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • The move from principal to district leader was fraught–here’s what I missed the most

    The move from principal to district leader was fraught–here’s what I missed the most

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

    I didn’t expect to grieve.

    I knew taking a central office role meant trading the school building for a district badge. I knew the days would be filled with policy, meetings, and personnel issues. What I didn’t know was how much I would miss morning announcements, front office chatter, and the small but sacred chaos of classroom life.

    When I accepted my central office role at Knox County Schools nearly three years ago, I heard words of congratulations and encouragement, and a lot of “You’ll be great at this.” What I didn’t hear was, “You’re going to miss the cafeteria noise” or “You’ll feel phantom pain for your walkie and reach for it like it’s still there.” No one warned me I’d find myself lingering too long during school visits, trying to feel like I still belong.

    What I lost wasn’t just proximity; it was identity.

    As a principal, I was part of everything. Students shouted greetings across the parking lot. Parents stopped me in the grocery store to ask about bus routes or share weekend news. Teachers popped into my office with questions or just to drop off a piece of cake from the lounge. I wasn’t above the work. I was in it. I was woven into the messy, beautiful rhythm of a school day.

    Shifting to the central office changed not just the pace of my day, but the feel of the work. The space was quieter, the communication more deliberate. There are no morning announcements. No car rider line and morning high-fives from kids. No spontaneous TikTok dances during class change. I moved from the rhythm of a living, breathing school to a place where school leadership feels more technical, more filtered, and more removed.

    The relationships changed, too. As a principal, you’re not just part of a team; you’re a part of a family. You laugh together, carry each other’s burdens, and share both the stress and the wins. Move into a district role, and you’re now “from downtown,” even if your heart still lives on campus. You walk into buildings with a badge that means something different, and the conversations shift just enough for you to notice.

    None of this means the central office work doesn’t matter. It does. Or that I don’t love it. I do. Central office work gives me a systems-level view of how our schools function. I find purpose in improving not just individual outcomes, but the structures that guide them.

    Still, the change in relational gravity caught me off guard. And once the initial disorientation passed, it left me with a deeper concern: How will I stay connected to how the work is actually experienced and carried out in schools if I’m no longer living in it each day?

    At first, I told myself it was just a learning curve, that it would pass, that I’d find new rhythms soon enough. And I did — but not before realizing that central office leadership requires a different kind of muscle. One I hadn’t needed before.

    As a principal, I lived in fast feedback loops. I saw the effects of my decisions by lunchtime. I knew which teachers were having a hard week, which student needed extra eyes, which parent was about to call. Even hard conversations came with a certain clarity because I was close to the context and knew the culture I wanted to build.

    At the district level, the impact is broader but harder to track. The wins take longer to see. The feedback is quieter.

    I had to become more intentional about noticing what I could no longer see. That meant listening differently during school visits, paying closer attention to what leaders were navigating, and asking better questions. Not just about what was happening, but what it was costing them to make it happen.

    One of the advantages of working at a systems level is being able to recognize patterns across multiple settings. They can reveal root causes that individual concerns might never expose. That clarity opens the door to more aligned, lasting support.

    I began thinking less about whether expectations were clear and more about whether they were sustainable. My role was not to direct the work but to support the people carrying it out.

    These changes didn’t come naturally. They came because I didn’t want to become a leader who made good decisions in theory but stayed out of touch in practice. I didn’t want to lead by spreadsheet, even though color-coded tabs bring me great joy. I wanted to lead by understanding.

    Eventually, I began to see that even though I was no longer in the thick of the school day, I could still choose to stay connected — to show up, to ask real questions, to build trust not just through policy, but through presence.

    The classroom educators and school leaders I supported didn’t need someone who had knowledge of what it was like to be a teacher or principal. They needed someone who remembered what it felt like to be one. Someone who hadn’t forgotten the rush of the morning bell or the weight of a tough parent meeting or the impossible feeling of juggling school culture, teacher evaluations, instructional priorities, and a leaky roof all before noon.

    I think back often to my first year in central office. The silence. The absence of bells and kids and chaos. The invisible weight of missing something no one warned me I would lose. I remember walking through a school one afternoon and instinctively reaching for my walkie talkie. It wasn’t there. Of course it wasn’t there. But the reflex reminded me of something important: I still wanted to be tuned in.

    Leadership doesn’t have to grow lonelier as it grows broader. But staying connected takes intention. It takes habits, not just memories.

    I didn’t expect to grieve. But I’m grateful I did. Because grief has a way of reminding you what still deserves your presence.

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

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

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Digital learning in a new age

    Digital learning in a new age

    Key points:

    Digital learning–in the form of online, hybrid, and blended schools and courses–is growing steadily in U.S. schools. These learning options can transform education because they allow for learning, teaching, and student engagement outside the confines of traditional physical schools.

    Students no longer have to show up at a school building every morning, and millions of students and families are demonstrating their preference for more flexible learning options by choosing their district’s online schools, charter schools, and private schools.

    Digital learning meets the needs of today’s students, who are seeking flexibility in their scheduling. Many high school students want to pursue sports, arts, and career interests in the form os jobs, internships, and other program. Others simply crave the control an innovative school gives them over the time, place, and pace at which they learn. Digital learning also meets the needs of teachers, who, just like knowledge workers around the world, are interested in employment that allows them to choose their schedules.

    Online and hybrid learning is becoming easier to implement as technology grows and improves. Unlike just a few years ago, when teachers were concerned about using multiple technology tools, much-improved integration and interoperability between platforms is making adoption of multiple tools far easier.

    While relatively few students and families prefer their education to be 100 percent online, many students are selecting hybrid options that combine online and face-to-face interactions. Much like young knowledge workers who are increasingly blending home offices with corporate headquarters, digital learning is showing up in unexpected places as well. Let’s take a closer look at two examples: career and technical education (CTE) and physical education (PE).

    CTE is often perceived as being “hands on” in ways that casual observers might expect would not align well with digital learning–but the truth is exactly the opposite.

    Digital learning is broadening the world of CTE for students. Online and hybrid schools provide CTE programs by offering a combination of online career courses and by partnering with businesses, state and regional training centers, and other
    organizations to combine online learning with on-the-ground, real-world jobs, internships, and learning opportunities.

    Hybrid schools and programs, including those run by mainstream districts, provide academic scheduling flexibility to students who seek to prioritize their time in jobs, internships, or career training. No longer do these students have to fit in their career interests after regular school hours or on weekends–when many companies and high-value jobs are not open or available.

    For example, a student interested in a veterinary career can work at a vet’s office during the regular week and school hours, completing some of their online coursework after normal work hours.

    Virtual Arkansas, a state-supported course provider supporting districts across Arkansas, has made digital CTE a central element of its offerings.

    “CTE is a key part of our value to students and schools across Arkansas. Students, teachers, counselors, and the business community, all appreciate that we are providing flexible options for students to gain real-world expertise and experience via our online and hybrid programs,” said John Ashworth, the programs’ executive director.

    Perhaps even more surprising than CTE shifting to digital is the idea that next generation physical education is based on online tools, adept teachers, and student voice and choice.

    Today’s students are accustomed to going into a coffee shop and ordering their drink with a dozen customized features. And yet, in traditional PE classes, we expect students to all want to learn the same sport, activity, or exercise, at the same time and pace. That’s how too many traditional gym classes operate–based on the factory model of education in which all students do the same thing at the same time.

    There’s a better way, which is being embraced by online schools, hybrid schools, and traditional districts. Online and hybrid PE classes shift exercise, activity, and wellness to match student interests and timing. A student chooses from hundreds of detailed instructional videos in dozens of categories, from aquatics to basketball to yoga, trains using the videos combined with instruction provided by a teacher, and tracks her progress.

    This doesn’t sound like a traditional gym class; instead, it mimics the ways that young adults are active in gyms, yoga studios, and sports leagues all around the country. Consider fitness clubs from the local YMCA to the most high-end club–they are all offering a wide variety of classes, on varied schedules to fit busy lifestyles, and at different levels of expertise. No school can match this, of course, by the traditional approach to gym class. But Joe Titus, founder and CEO of Hiveclass, which offers online physical education courses, points out that student agency to
    choose from a wide variety of PE options is possible–when schools are ready to make the leap.

    Online schools and district programs are already doing so, with fantastic outcomes as students lean into their choices and options. As futurist William Gibson said decades ago, “the future is here, it’s just not evenly distributed.”

    Online and hybrid CTE, physical education, and other options prove the point. The next step is to make these options widely available to all the students who are seeking a better alternative.

    Latest posts by eSchool Media Contributors (see all)

    Source link