Tag: leader

  • Making PD meaningful in today’s classrooms

    Making PD meaningful in today’s classrooms

    Key points:

    As a classroom teacher and district leader with over 26 years of experience, I’ve attended countless professional development (PD) sessions. Some were transformative, others forgettable. But one thing has remained constant: the need for PD that inspires, equips, and connects educators. Research shows that effective PD focuses on instructional practice and connects to both classroom materials and real- world contexts.

    I began my teaching career in 1999 through an alternative certification program, eager to learn and grow. That enthusiasm hasn’t waned–I still consider myself a lifelong learner. But over time, I realized that not all PD is created equal. Too often, sessions felt like a checkbox exercise, with educators asking, “Why do I have to be here?” instead of “How can I grow from this?”

    Here are some of my favorite PD resources and experiences:

    edWeb

    edWeb is free to join, and once you’re in, you can dive into as many sessions as you want. The service offers a live calendar of events or on-demand webinars covering a range of topics. Plus, the webinars come with CE certificates, which are approved for teacher re-licensure in states like New York, Massachusetts, Texas, Pennsylvania, Arkansas, Utah, and Nevada.

    You can go deeper into the state-specific options with an interactive map. I also love the community aspect of the platform, as you can connect with peers and learn from experts on so many topics for all preK-12 educators.

    Career Connect
    This summer, I attended the Discovery Education Summer of Learning Series at the BMW facility in Spartanburg, South Carolina, for a day-long professional learning event focused on workforce readiness and preparing students for evolving career landscapes. It was an energizing day being surrounded by passionate educators. One standout resource we dove into more deeply is Career Connect by Discovery Education. Career Connect is within Discovery Education Experience and is available to all educators in South Carolina by the Department of Education.

    This is quickly becoming a priority tool in our district. With early access in the spring, we’ve integrated it across grade levels–from elementary STEM classrooms to our Career Center. The platform offers students live interactions with professionals in various fields, making career exploration both engaging and real. I witnessed this firsthand during a virtual visit with an engineer from Charlotte, N.C., whose insights captivated our students and sparked meaningful conversations about future possibilities.

    Professional Development Hub
    The ASCD + ISTE professional learning hub offers sessions on innovative approaches and tools to design and implement standards-aligned curriculum. Each session is led by educators, authors, researchers, and practitioners who are experts in professional learning. Schools and districts receive a needs assessment, so you know the learning is tailored to what educators really need and want.

    Tips for Meaningful PD
    With over 26 years of experience as a classroom teacher and district leader, I have participated in my fair share of professional learning opportunities. I like to joke that my career began in the late 1900s, but professional development sessions from those first few years of teaching now do feel like they were from a century ago compared to the possibilities presented to teachers and leaders today.

    Over these decades I’ve seen a lot of good, and bad, sessions. Here are my top tips to make PD actually engaging:

    • Choose PD that aligns with your goals. Seek out sessions that connect directly to your teaching practice or leadership role.
    • Engage with a community. Learning alongside passionate educators makes a huge difference. The Summer of Learning event reminded me how energizing it is to be surrounded by people who lift you up.
    • Explore tech tools that extend learning. Platforms like Career Connect and others aren’t just add-ons–they’re gateways to deeper engagement and real-world relevance.

    Professional development should be a “want to,” not a “have to.” To get there, though, the PD needs to be thoughtfully designed and purpose-driven. These resources above reignited my passion for learning and reminded me of the power of connection–between educators, students, and the world beyond the classroom.

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  • George Mason University leader rebukes Trump administration’s apology demand

    George Mason University leader rebukes Trump administration’s apology demand

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    George Mason University President Gregory Washington’s lawyer on Monday firmly repudiated the Trump administration’s allegations that the public Virginia institution had violated civil rights law.

    Last week, the U.S. Department of Education’s Office for Civil Rights alleged that George Mason’s hiring and promotion practices violated Title VI, which bans federally funded institutions from discriminating based on race, color or national origin. An agency official singled out Washington as the leader of a “university-wide campaign to implement unlawful DEI policies that intentionally discriminate on the basis of race,” and the department demanded that he apologize.

    In an 11-page letter to the college’s governing board sent on Washington’s behalf, his attorney Douglas Gansler called OCR’s allegations “a legal fiction,” and stressed that George Mason’s leadership has kept the university in compliance with federal law. “Far from needing to apologize, you all have a shared record to be proud of,” he wrote.

    Since July, the Trump administration has opened at least four investigations into George Mason, targeting the large research institution over universitywide diversity initiatives, of which Washington has been a champion.

    The Education Department’s findings came just six weeks after the agency opened the investigation, citing a complaint from “multiple professors at GMU” alleging that the university’s leaders had approved policies illegally giving certain underrepresented groups preferential treatment since 2020.

    Gansler called out the brief length of the agency’s investigation and said OCR’s letter shows that federal officials “have not spent sufficient time finding critical and materials facts.”

    “It is glaringly apparent that the OCR investigation process has been cut short, and ‘findings’ have been made in spite of a very incomplete fact-finding process, including only two interviews with university academic deans,” Gansler wrote.

    Since January, George Mason has renamed its diversity, equity and inclusion center and cut or restructured DEI-related positions to comply with federal directives, he also noted.

    The Education Department’s announcement last week focused much of its ire on Washington, alleging the university president’s prior statements were proof of “support for racial preferencing.”

    But some of the department’s evidence was out-of-context or “gross mischaracterizations of statements made by Dr. Washington” that didn’t lead to policy changes, Gansler wrote. And one contested policy would have predated Washington’s tenure, he argued.

    In one example, the Education Department quoted a 2021 statement from Washington on adopting an inclusive hiring framework.

    “If you have two candidates who are both ‘above the bar’ in terms of requirements for a position, but one adds to your diversity and the other does not, then why couldn’t that candidate be better, even if that candidate may not have better credentials than the other candidate?” Washington said at the time.

    Gansler said the quote was pulled out of context and never resulted in a policy being enacted.

    “His question was just that: a question, offered to provoke dialogue within the university community, as should be expected of a faculty member and academic leader of a university,” the attorney wrote. “The question does not suggest hiring minority candidates of lesser credentials, but rather considering how two equally qualified candidates may contribute differently to the campus.”

    He added that Washington is not directly involved in evaluating candidates for faculty positions and that OCR would be unable to cite “any discriminatory hiring decision made based on it.”

    It is glaringly apparent that the OCR investigation process has been cut short, and “findings” have been made in spite of a very incomplete fact-finding process.

    Douglas Gansler

    Attorney for George Mason University President Gregory Washington

    The Education Department gave George Mason 10 days to voluntarily agree to a proposal it said would resolve the alleged violations. Part of that proposal would require Washington to publicly apologize to the university community “for promoting unlawful discriminatory practices in hiring, promotion, and tenure processes.”

    In response, Gansler advised George Mason’s trustees against agreeing to the Education Department’s demand for an apology.

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  • Higher education could make space for many types of leader and ways of leading

    Higher education could make space for many types of leader and ways of leading

    The Global Majority Mentoring Programme, delivered by London Higher, aims to support career progression for Black, Asian, and minority ethnic (BAME) staff by providing tailored mentoring relationships and learning opportunities for academics and professional services staff.

    I joined the programme as a mentee in 2023–24 while seeking support during my time as head of two merged divisions in the School of Law and Social Sciences. For me, mentoring is an exchange of knowledge and experience, and I was looking for a woman of colour in a leadership role outside my own institution with whom I could turn to for advice on navigating the unique challenges I was facing in confidence.

    The programme was recommended to me by a colleague who recognised that, as the only non-white member of the school leadership team, I faced specific challenges which, although acknowledged by the rest of the team, could only be supported to a limited extent given that the remainder of the team were white. They understood that someone with lived experience of both race and gender might be better placed to offer the kind of support I needed. I was matched with someone in an Associate Dean role who I met with regularly for three months. She validated my experiences especially when I was second guessing myself, she also offered me guidance and advice on navigating career progression and insights on HE headhunters.

    In addition to the mentoring, I also took part in the two-day Learning Leaders Workshop, delivered in partnership with the mentoring programme and the University of Westminster. I approached the workshop ambivalently while hoping it would offer more than the surface-level training I had experienced in the past. Previous programmes had often been underwhelming, failing to meet expectations and lacking depth. One in particular was overcrowded, with more than twenty participants, which made it difficult to engage in the kind of deep thinking that individual and collective inquiry needs.

    Surface pressure

    Reflecting on these past experiences, I began to question the broader purpose and structure of leadership development in higher education. Despite good intentions, many leadership development initiatives in higher education appear to remain disconnected from the structural changes reshaping the sector. And it is not always clear why line managers support staff participation in these programmes when, in practice, there appears to be limited opportunities to apply or build on the learning.

    This concern feels especially pressing now, as the sector undergoes significant transformation, with widespread voluntary redundancies affecting many institutions across the UK. I fear that higher education is losing emerging talent at an alarming rate. While the current focus is largely on financial viability, we may be overlooking a more profound long-term issue, the need to reimagine what leadership in higher education looks like. The urgency of building a future-focused leadership pipeline is growing, particularly as ongoing threats to equity, diversity and inclusion continue to challenge the sector’s values and resilience.

    Amid this context of uncertainty, where many of us are increasingly time-poor and juggling demanding workloads, I hoped the Learning Leaders workshop would offer a more meaningful and impactful experience. Taking time out of our busy schedules for training must feel worthwhile, rather than merely another tick-box exercise to meet 360 performance management targets. To my surprise, several aspects of the workshop turned out to be both unusual and thought-provoking.

    Leadership through lived experience

    Notably, there were just six of us in the room, all women, all from the global majority. Throughout the two days, I found myself reflecting on this. Why is it that I so often see more women than men who feel the need to be “trained up” for leadership? This prompted broader questions about gender, expectations and who is seen as ‘ready’ for leadership roles in our institutions. Women lead in many areas of life, particularly those of us who are parents or and carers. We are skilled problem-solvers, strong networkers, and we manage complex responsibilities every day.

    In my role as Head of Division, I noticed a recurring frustration among female academics who felt that the emotional labour involved in providing pastoral care to students often went unrecognised. There was a shared sense that this responsibility frequently fell to them, with both students and male colleagues appearing to expect them to take it on. Yet we rarely describe care and pastoral work as leadership.

    The programme was not a traditional form of training in any sense. Instead, it offered a series of facilitated sessions that created space for us to reflect, share, and learn from one another’s experiences. Together, we explored how we each learn which was presented in four quadrants – body, heart, mind, and spirit – and how to make the most of this intel within a team setting. This deeper understanding uncovered the strengths within our own leadership styles and helped us consider how best to apply them in our professional contexts. We took time to reflect on how leadership is defined and, more importantly, where it is learned and practised.

    Leadership, we came to understand, is not something taught in a conventional way but rather something that evolves through lived experience. It happens in both personal and professional settings, though we might not always recognise it as leadership in a formal or professionalised sense. The workshop took a holistic approach and illustrated how knowledge can emerge through embodied learning, incorporating philosophical inquiry to uncover deeper insights into our individual and collective strengths. This is when it occurred to me, for the first time, that developing leadership practice is best done in communities of practice.

    By the end of the two days, we weren’t “trained” by the facilitator in any traditional sense. Instead, the leadership wisdom we uncovered emerged from within our own group, the Super Six, which is what we have come to be known as and was brought to light through Keith’s expert and highly unconventional facilitation, which gently led us to that shared discovery.

    Many paths to leadership

    In hindsight, the Learning Leaders workshop gave me the space to actively explore the “what next” and “how next” of leadership. A series of thoughtful one-to-one conversations with one of the Super Six proved particularly impactful. Their questions led me to reflect deeply on new possibilities for academic leadership, including working as a freelance scholar, moving to a different institution, or stepping outside the sector altogether. I have always held a personal principle not to remain in one institution for more than ten years, out of concern for becoming institutionalised and limiting my professional growth. After several thoughtful conversations with my Dean, I came to the difficult but right decision to leave at the end of 2024.

    Since then, I have had the privilege of working with several universities and organisations from teaching, advising, researching and collaborating on projects – all of which have been intellectually energising and impactful. There is no one way to lead, and the Learning Leaders workshop reminded me that there are many paths to leadership, each shaped by context, values and personal experience.

    If there is any advice that I could offer to emerging leaders from global majority backgrounds, it would be to identify a sponsor with decision making power within the institution, a mentor outside of the university for confidential developmental advice and identify role models across different sectors and who do leadership well so you can begin building your own community of practice.

    This article is one of four exploring London Higher’s Global Majority Mentoring Programme – you can find the others here.

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  • 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.

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  • UNCF Taps Veteran HBCU Leader Dr. Walter M. Kimbrough for Key Research and Engagement Role

    UNCF Taps Veteran HBCU Leader Dr. Walter M. Kimbrough for Key Research and Engagement Role

    Dr. Walter M. KimbroughThe United Negro College Fund (UNCF) has appointed Dr. Walter M. Kimbrough, a seasoned higher education administrator known for his transformational leadership at historically Black colleges and universities, to serve as Executive Vice President of Research & Member Engagement, effective September 2, 2025.

    The appointment represents a strategic move by UNCF to strengthen its support for member institutions through enhanced research capabilities and deeper engagement initiatives. 

    Kimbrough, who is an expert on Black fraternities and sororities, brings decades of presidential experience from multiple UNCF member institutions, positioning him uniquely to understand the challenges and opportunities facing HBCUs today.

    “Dr. Kimbrough’s appointment is the culmination of our lengthy search for a transformational leader,” said Dr. Michael L. Lomax, UNCF President and CEO, in announcing the selection to UNCF staffers.

    Kimbrough’s extensive presidential portfolio includes leadership roles at three UNCF member institutions: Dillard University in New Orleans, Philander Smith College (now University) in Arkansas, and most recently as interim president at Talladega College in Alabama. UNCF officials add that this breadth of experience across different regions and institutional contexts provides him with an insider’s perspective on the diverse needs of UNCF’s 37 member institutions.

    In his new role, Kimbrough will report directly to the Office of the President, working alongside Dr. Lomax on strategic initiatives while collaborating with the Chief Operating Officer on operational priorities. His portfolio encompasses four major UNCF initiatives that span the educational pipeline from K-12 through higher education.

    The Frederick D. Patterson Research Institute (FDPRI), one of the key components under his leadership, serves as UNCF’s research arm, producing critical data and analysis about HBCUs and their impact on American higher education. As chief research officer and principal editor of research publications, Kimbrough will guide the institute’s scholarly output while serving as a spokesperson for UNCF in media appearances and external engagements.

     Kimbrough will also oversee the Institute for Capacity Building (ICB), positioning him as UNCF’s lead consultant for member institutions seeking to strengthen their operational and academic capabilities. This role leverages his presidential experience, allowing him to provide peer-to-peer guidance to current HBCU leaders navigating similar challenges he has faced throughout his career.

    His responsibilities also extend to HBCUv® Digital Learning Solution, UNCF’s innovative technology platform designed to support online and hybrid learning at member institutions—a particularly relevant initiative in the post-pandemic educational landscape.

    “I have had the great honor to serve four UNCF member institutions, three as president, and for over 20 years I benefited from the advocacy and support of UNCF,” Kimbrough told Diverse. “This position allows me to pour back into UNCF, its member institutions and students.”

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  • House Minority Leader Jeffries giving marathon speech criticizing GOP tax cut bill (PBS News Hour)

    House Minority Leader Jeffries giving marathon speech criticizing GOP tax cut bill (PBS News Hour)

    US House Minority Leader Hakeem Jeffries (D-NY) gives a marathon speech, calling out the destructive path that House Republicans are going down. This is a Bill that undermines the United States of America and its national security.  It is also a threat to democracy.  Folks should listen to every minute of this historical speech. 

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  • AGB leader resigns abruptly after six months

    AGB leader resigns abruptly after six months

    Less than a year into the job, Framroze Virjee is out as president and CEO of the Association of Governing Boards of Universities and Colleges.

    Virjee retired, a decision that was effective Saturday, according to an email from Ross Mugler, chair of AGB’s Board of Directors, who has been tapped as acting president and CEO.

    “Fram shared that after working diligently to further the organization’s mission, he determined that the president/CEO role at AGB did not align operationally with his personal and professional goals, and he decided to step down from the organization. The AGB Board of Directors accepted his resignation and offered its appreciation for his accomplishments during his tenure,” Mugler wrote in a Monday email.

    In a message to AGB staff, Virjee wrote, “This was a difficult decision and not one that I made casually, but instead only after careful consideration and thought. As I leave AGB, I remain committed to its mission of supporting excellence in board governance and leadership and remain dedicated to the value of higher education in the lives of students, our communities, and our nation.”

    Virjee, president emeritus of California State University, Fullerton, formally started in mid-August after his predecessor, former AGB president and CEO Henry Stoever, resigned amid plagiarism allegations in late 2023.

    AGB did not respond to a request for comment from Inside Higher Ed on Monday about Virjee’s sudden exit, but the organization’s website has been updated to reflect the leadership change.

    “As a result of this announcement, I have agreed to serve as acting president and CEO while the AGB Board of Directors finalizes details regarding new leadership,” Mugler wrote Monday.

    Mugler recently retired as commissioner of the revenue for Hampton, Va., a post he held for more than three decades. Mugler has been on AGB’s board since 2018 and was appointed five times to Old Dominion University’s Board of Visitors.

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  • Community College Leader Dr. Walter Bumphus to Step Down After Transformative Era

    Community College Leader Dr. Walter Bumphus to Step Down After Transformative Era

    Dr. Walter G. BumphusAfter steering America’s community colleges through unprecedented challenges and opportunities, Dr. Walter G. Bumphus announced he will retire as president and CEO of the American Association of Community Colleges (AACC) at the end of 2025, capping a remarkable 15-year tenure that helped reshape higher education access nationwide.

    The announcement marks the end of a chapter for community colleges that saw dramatic shifts in workforce development, educational technology, and the role of two-year institutions in American society. Under Bumphus’s leadership, community colleges strengthened their position as essential providers of affordable education and workforce training, working closely with four presidential administrations to advance their mission.

    “When you look at the landscape of higher education today, you can see Dr. Bumphus’s influence everywhere,” said Dr. Sunita Cooke, who chairs AACC’s board of directors and serves as superintendent/president of MiraCosta College. “He understood that community colleges needed to be at the table for every major conversation about America’s future workforce and educational opportunities.”

    Bumphus’s career, spanning more than five decades, coincided with community colleges’ emergence as critical players in addressing skills gaps and workforce needs. His expertise led to appointments on several high-profile national committees, including the American Workforce Policy Advisory Board and the Department of Homeland Security’s Academic Advisory Council.

    Beyond his policy work, colleagues say Bumphus’s greatest legacy may be the network of educational leaders he helped develop. As the A. M. Aikin Regents Endowed Chair at The University of Texas at Austin, he mentored hundreds of administrators who went on to leadership positions at community colleges across the country.

    His achievements have been widely recognized, including receiving the ACCT Marie Y. Martin CEO of the Year Award and the 2021 Baldridge Foundation’s Award for Leadership Excellence in Education. In 2013, Bumphus was awarded the Diverse Champions award by Diverse: Issues In Higher Education. 

    But Bumphus maintains that the real measure of success lies in the millions of students who have benefited from community college education during his tenure.

    “Every time I meet a graduate who tells me how community college changed their life, I’m reminded of why this work matters so much,” Bumphus said in his retirement announcement. “These institutions are the backbone of opportunity in America, and I’m confident they’ll continue to evolve and serve students for generations to come.”

    His 15-year leadership of AACC stands as the second-longest in the organization’s history. As he prepares for retirement, Bumphus remains characteristically focused on the future: “The work of expanding educational opportunity never ends. I’m grateful to have played a part in it.”

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  • QUT anti-semitism review leader announced, responds to parliamentary inquiry

    QUT anti-semitism review leader announced, responds to parliamentary inquiry

    Professor Margaret Sheil (right) speaks to the press. Picture: John Gass



    By: Erin Morley and NCA Newswire

    in News, Top Stories


    February 5, 2025

    The Queensland University of Technology has announced more details about its independent review into last month’s controversial National Symposium on Unifying Anti-Racist Research and Action event.

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  • MackinVIA Earns Prestigious Platinum Modern Library AwardFrom LibraryWorks For Its 10th Consecutive Yea

    MackinVIA Earns Prestigious Platinum Modern Library AwardFrom LibraryWorks For Its 10th Consecutive Yea

    Burnsville, MN – January 16, 2025 – Mackin, a leader in providing print and digital
    educational resources for PK-12, is proud to announce that its free digital content management platform, MackinVIA, has earned the Platinum Award in LibraryWorks’ 10th annual Modern Library Awards (MLAs). This prestigious accolade marks MackinVIA’s 10th consecutive win, solidifying its position as a top choice for digital content management in schools worldwide.

    The MLAs, which celebrate the best products and services in the library industry, are awarded based on an unbiased voting process involving over 80,000 librarians from public, K-12, academic, and special libraries. Judges evaluated submissions on a range of criteria, including functionality, value, and customer service. MackinVIA received an outstanding score of 9.25, a testament to its continued excellence and innovation.

    “We’re honored to receive the Platinum Award for the 10th year in a row,” said Troy Mikell, Director of Marketing and Communications at Mackin. “Since launching MackinVIA over a decade ago, we’ve continually focused on creating a powerful, user-friendly platform for educators and students. Our relentless drive for improvement and exceptional customer service has fueled MackinVIA’s success, and it’s thrilling to see that effort recognized once again.”

    MackinVIA is accessible by more than 9 million students worldwide, providing access to over 4 million eBooks, audiobooks, read-alongs, databases, and video resources. Its digital platform offers a dynamic and comprehensive solution for PK-12 schools looking to streamline content management and improve student engagement.

    Jenny Newman, Publisher and MLA Program Manager, noted, “MackinVIA’s consistent excellence in functionality and service is what has kept them at the forefront of the industry for over 40 years. Their innovative approach continues to break barriers and set new standards.”

    About Mackin
    For over 40 years, Mackin has provided PK-12 grade libraries and classrooms with access to nearly 4 million printed and digital titles. The 24-time, multi-award-winning, digital content management system, MackinVIA, along with divisions Mackin Classroom, MackinMaker, Mackin Learning, and the brand-new, whole school resource management system, MackinVision, help to create a truly unique and robust educational resource company that schools and educators have relied on, year after year. For more information, visit www.mackin.com or call 800-245-9540.

    About LibraryWorks
    LibraryWorks helps library administrators make informed decisions regarding technology, automation, collection management, staffing, and other key areas that support efficient library operations. Their resources empower libraries to implement best practices, monitor trends, evaluate products and services, and more.

    About the Modern Library Awards (MLAs)
    The MLAs recognize outstanding products and services that enhance library operations and improve the user experience. Entries are judged by library professionals based on their relevance, functionality, and impact on the library sector.

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