Tag: Visit

  • Powering college readiness through community partnerships

    Powering college readiness through community partnerships

    Key points:

    Texas faces a widening gap between high school completion and college readiness. Educators are already doing important and demanding work, but closing this gap will require systemic solutions, thoughtful policy, and sustained support to match their efforts.

    A recent American Institutes for Research report shows that just 56.8 percent of Texas’ graduating seniors met a college-readiness standard. Furthermore, 27 percent of rural students attend high schools that don’t offer Advanced Placement (AP) courses. This highlights a significant gap in preparedness and accessibility.

    This summer, distinguished K-12 educators and nonprofit leaders discussed how to better support college-bound students.

    The gap widens

    Among them was Saki Milton, mathematics teacher and founder of The GEMS Camp, a nonprofit serving minority girls in male-dominated studies. She stressed the importance of accessible, rigorous coursework. “If you went somewhere where there’s not a lot of AP offerings or college readiness courses … you’re just not going to be ready. That’s a fact.”

    Additional roundtable participants reminded us that academics alone aren’t enough. Students struggle considerably with crucial soft skills such as communication, time management, and active listening. Many aspiring college-bound students experience feelings of isolation–a disconnect between their lived experiences and a college-ready mentality, often due to the lack of emotional support.

    Says Milton, “How do we teach students to build community for themselves and navigate these institutions, because that’s a huge part? Content and rigor are one thing, but a college’s overall system is another. Emphasizing how to build that local community is huge!”

    “Kids going to college are quitting because they don’t have the emotional support once they get there,” says Karen Medina, director of Out of School Time Programs at Jubilee Park. “They’re not being connected to resources or networking groups that can help them transition to college. They might be used to handling their own schedule and homework, but then they’re like, ‘Who do I go to?’ That’s a lot of the disconnection.”

    David Shallenberger, vice president of advancement at the Boys & Girls Club of Greater Dallas, indicates that the pandemic contributed to that soft skills deficit. “Many students struggled to participate meaningfully in virtual learning, leaving them isolated and without opportunities for authentic interaction. Those young learners are now in high school and will likely struggle to transition to higher education.”

    Purposeful intervention

    These challenges–academic and soft skills gaps–require purposeful intervention.

    Through targeted grants, more than 35,000 North Texas middle and high school students can access college readiness tools. Nonprofit leaders are integrating year-round academic and mentorship support to prepare students academically and emotionally.

    Latoyia Greyer of the Boys & Girls Clubs of Greater Tarrant County introduced a summer program with accompanying scholarship opportunities. The organization is elevating students’ skills through interview practice. Like ours, her vision is to instill confidence in learners.

    Greyer isn’t alone. At the Perot Museum of Nature and Science, Development Officer Elizabeth Card uses the grant to advance college readiness by strengthening its high school internship program. She aims to spark students’ curiosity, introduce rewarding career pathways, and foster a passion for STEM. She also plans to bolster core soft skills through student interactions with museum guests and hands-on biology experiments.

    These collaborative efforts have clarified the message: We can do extraordinary things by partnering. Impactful and sustainable progress in education cannot occur in a vacuum. Grant programs such as the AP Success Grant strengthen learning and build equity, and our partners are the driving force toward changing student outcomes.

    The readiness gap continues to impact Texas students, leaving them at a disadvantage as they transition to college. School districts alone cannot solve this challenge; progress requires active collaboration with nonprofits, businesses, and community stakeholders. The path forward is clear–partnerships have the power to drive meaningful change and positively impact our communities.

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  • Understanding how inflation affects teacher well-being and career decisions

    Understanding how inflation affects teacher well-being and career decisions

    Key points:

    In recent years, the teaching profession has faced unprecedented challenges, with inflation emerging as a significant factor affecting educators’ professional lives and career choices. This in-depth examination delves into the complex interplay between escalating inflation rates and the self-efficacy of educators–their conviction in their capacity to proficiently execute their pedagogical responsibilities and attain the desired instructional outcomes within the classroom environment.

    The impact of inflation on teachers’ financial stability has become increasingly evident, with many educators experiencing a substantial decline in their “real wages.” While nominal salaries remain relatively stagnant, the purchasing power of teachers’ incomes continues to erode as the cost of living rises. This economic pressure has created a concerning dynamic where educators, despite their professional dedication, find themselves struggling to maintain their standard of living and meet basic financial obligations.

    A particularly troubling trend has emerged in which teachers are increasingly forced to seek secondary employment to supplement their primary income. Recent surveys indicate that approximately 20 percent of teachers now hold second jobs during the academic year, with this percentage rising to nearly 30 percent during summer months. This necessity to work multiple jobs can lead to physical and mental exhaustion, potentially compromising teachers’ ability to maintain the high levels of energy and engagement required for effective classroom instruction.

    The phenomenon of “moonlighting” among educators has far-reaching implications for teacher self-efficacy. When teachers must divide their attention and energy between multiple jobs, their capacity to prepare engaging lessons, grade assignments thoroughly, and provide individualized student support may be diminished. This situation often creates a cycle where reduced performance leads to decreased self-confidence, potentially affecting both teaching quality and student outcomes.

    Financial stress has also been linked to increased levels of anxiety and burnout among teachers, directly impacting their perceived self-efficacy. Studies have shown that educators experiencing financial strain are more likely to report lower levels of job satisfaction and decreased confidence in their ability to meet professional expectations. This psychological burden can manifest in reduced classroom effectiveness and diminished student engagement.

    Perhaps most concerning is the growing trend of highly qualified educators leaving the profession entirely for better-paying opportunities in other sectors. This “brain drain” from education represents a significant loss of experienced professionals who have developed valuable teaching expertise. The exodus of talented educators not only affects current students but also reduces the pool of mentor teachers available to guide and support newer colleagues, potentially impacting the professional development of future educators.

    The correlation between inflation and teacher attrition rates has become increasingly apparent, with economic factors cited as a primary reason for leaving the profession. Research indicates that districts in areas with higher costs of living and significant inflation rates experience greater difficulty in both recruiting and retaining qualified teachers. This challenge is particularly acute in urban areas where housing costs and other living expenses have outpaced teacher salary increases.

    Corporate sectors, technology companies, and consulting firms have become attractive alternatives for educators seeking better compensation and work-life balance. These career transitions often offer significantly higher salaries, better benefits packages, and more sustainable working hours. The skills that make effective teachers, such as communication, organization, and problem-solving, are highly valued in these alternative career paths, making the transition both feasible and increasingly common.

    The cumulative effect of these factors presents a serious challenge to the education system’s sustainability. As experienced teachers leave the profession and prospective educators choose alternative career paths, schools face increasing difficulty in maintaining educational quality and consistency. This situation calls for systematic changes in how we value and compensate educators, recognizing that teacher self-efficacy is intrinsically linked to their financial security and professional well-being.

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  • Creating a classroom built for success

    Creating a classroom built for success

    Key points:

    For decades, curriculum, pedagogy, and technology have evolved to meet the changing needs of students. But in many schools, the classroom environment itself hasn’t kept pace. Classic layouts that typically feature rows of desks, limited flexibility, and a single focal point can often make it harder for educators to support the dynamic ways students learn today.

    Classrooms are more than places to sit–when curated intentionally, they can become powerful tools for learning. These spaces can either constrain or amplify great teaching. By reimagining how classrooms are designed and used, schools can create environments that foster engagement, reduce stress, and help both teachers and students thrive.

    Designing a classroom for student learning outcomes and well-being

    Many educators naturally draw on their own school experiences when shaping classroom environments, often carrying forward familiar setups that reflect how they once learned. Over time, these classic arrangements have become the norm, even as today’s students benefit from more flexible, adaptable spaces that align with modern teaching and learning needs.

    The challenge is that classic classroom setups don’t always align with the ways students learn and interact today. With technology woven into nearly every aspect of their lives, students are used to engaging in environments that are more dynamic, collaborative, and responsive. Classrooms designed with flexibility in mind can better mirror these experiences, supporting teaching and learning in meaningful ways, even without using technology.

    To truly engage students, the classroom must become an active participant in the learning process. Educational psychologist Loris Malaguzzi famously described the classroom as the “third teacher,” claiming it has just as much influence in a child’s development as parents or educators. With that in mind, teachers should be able to lean on this “teacher” to help keep students engaged and attentive, rather than doing all the heavy lifting themselves.

    For example, rows of desks often limit interaction and activity, forcing a singular, passive learning style. Flexible seating, on the other hand, encourages active participation and peer-to-peer learning, allowing students to easily move and reconfigure their learning spaces for group work or individual work time.

    I saw this firsthand when I was a teacher. When I moved into one of my third-grade classrooms, I was met with tables that quickly proved insufficient for the needs of my students. I requested a change, integrating alternative seating options and giving students the freedom to choose where they felt most comfortable learning. The results exceeded my expectations. My students were noticeably more engaged, collaborative, and invested in class discussions and activities. That experience showed me that even the simplest changes to the physical learning environment can have a profound impact on student motivation and learning outcomes.

    Allowing students to select their preferred spot for a given activity or day gives them agency over their learning experience. Students with this choice are more likely to engage in discussions, share ideas, and develop a sense of community. A comfortable and deliberately designed environment can also reduce anxiety and improve focus. This means teachers experience fewer disruptions and less need for intervention, directly alleviating a major source of stress by decreasing the disciplinary actions educators must make to resolve classroom misbehavior. With less disruption, teachers can focus on instruction.

    Supporting teachers’ well-being

    Just as classroom design can directly benefit student outcomes, it can also contribute to teacher well-being. Creating spaces that support collaboration among staff, provide opportunities to reset, and reduce the demands of the job is a tangible first step towards developing a more sustainable environment for educators and can be one factor in reducing turnover.

    Intentional classroom design should balance consistency with teacher voice. Schools don’t need a one-size-fits-all model for every room, but they can establish adaptable design standards for each type of space, such as science labs, elementary classrooms, or collaboration areas. Within those frameworks, teachers should be active partners in shaping how the space works best for their instruction. This approach honors teacher expertise while ensuring that learning environments across the school are both flexible and cohesive.

    Supporting teacher voice and expertise also encourages “early adopters” to try new things. While some teachers may jump at the opportunity to redesign their space, others might be more hesitant. For those teachers, school leaders can help ease these concerns by reinforcing that meaningful change doesn’t require a full-scale overhaul. Even small steps, like rearranging existing furniture or introducing one or two new pieces, can make a space feel refreshed and more responsive to both teaching and learning needs. To support this process, schools can also collaborate with learning environment specialists to help educators identify practical starting points and design solutions tailored to their goals.

    Designing a brighter future for education

    Investing in thoughtfully designed school environments that prioritize teacher well-being isn’t just about creating a more pleasant workplace; it’s a strategic move to build a stronger, more sustainable educational system. By providing teachers with flexible, adaptable, and future-ready classrooms, schools can address issues like stress, burnout, and student disengagement. When educators feel valued and empowered in their spaces, they create a better work environment for themselves and a better learning experience for their students. Ultimately, a supportive, well-designed classroom is an environment that sets both educators and students up for success.

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  • Why mentorship networks are essential in the college admissions process

    Why mentorship networks are essential in the college admissions process

    Key points:

    As the vice president of academic affairs and a member of the admissions committee at SSP International (SSPI), a nonprofit organization offering immersive scientific experiences, I review hundreds of applications each year from rising seniors for our flagship program, Summer Science Program. What we’ve learned is that many of our bright and talented students are navigating their academic careers without access to the same supports as similarly high-achieving students.

    Where other Summer Science Program applicants might benefit from private tutors, college consultants, or guidance from parents familiar with the college application process and the high stress of today’s competitive college market, these students rise to the top of the applicant pool without leaning on the same resources as their peers.

    This is especially true for first-generation students who will be the first in their families to graduate from high school, go through the college admissions process, apply for financial aid, and enroll in college. Not only do they need to be more resourceful and self-reliant without the support of their personal networks, but they also often take on the responsibility of guiding their parents through these processes, rather than the other way around.

    School counselor shortage

    For many students who are underrepresented in academia, their exposure to different colleges, careers, and networks comes from their school counselors. While the American School Counselor Association (ASCA) recommends a minimum student-to-school counselor ratio of 250:1, the nationwide shortage of counselors led to a national average ratio of 385:1 between 2020-2023. That is a lot of strain on counselors who already serve as jacks of all trades–needing to keep up with evolving college admissions processes, understand the financial circumstances of hundreds of families, provide emotional support, and stay on top of the job market to advise accordingly. This ultimately affects the level of personalized counseling students receive.

    Making the college admissions process accessible

    In 2020, SSPI launched College Link, a mentorship program offering Summer Science Program alumni access to one-on-one or group mentoring. Mentors support students during their transition from high school to college through guidance on financial aid, early decision/early action processes, college applications, personal essay writing, resume workshopping, and more. To date, College Link has served over 650 mentees and recruited over 580 mentors sourced from SSPI’s 4,200 alumni network.

    This mentorship network comprises individuals from various backgrounds, leading successful and diverse careers in academia and STEM. Mentors like Dr. Emma Louden, an astrophysicist, strategist, and youth advocate who also helped develop the program, provided SSPI’s recent alumni with insights from their real-world professional experiences. This helps them explore a variety of careers within the STEM field beyond what they learn about in the classroom.

    Demographic data from last year’s Summer Science Program cohort showed that 37 percent of participants had parents with no higher education degree. That is why College Link prioritizes one-on-one mentoring for first-generation college alumni who need more personalized guidance when navigating the complexities of the college application and admission process.

    College Link also offers group mentoring for non-first-generation students, who receive the same services from several mentors bringing great expertise on the varying topics highlighted from week to week.

    With the support of College Link, nearly one hundred percent of Summer Science Program alumni have gone on to attend college, including MIT, Stanford, Harvard, Caltech and other prestigious institutions.

    Using College Link as a blueprint

    As the U.S. continues to face a counselor shortage, schools can further support students, especially first-generation students, through the college admissions process by creating mentorship networks using the College Link model. Schools can tap into their alumni network and identify successful role models who are ready to mentor younger generations and guide them beyond the admissions process. With the widespread implementation of Zoom in our everyday lives, it is now easier than ever to build networks virtually.

    Mentorship networks in schools can provide additional support systems for high school students and alleviate the pressures school counselors experience daily during college admissions season. Let’s continue to ensure the college admissions process is accessible to all students.

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  • Next gen learning spaces: UDL in action

    Next gen learning spaces: UDL in action

    Key points:

    By embracing Universal Design for Learning (UDL) principles in purchasing decisions, school leaders can create learning spaces that not only accommodate students with disabilities but enhance the educational experience for all learners while delivering exceptional returns on investment (ROI).

    Strangely enough, the concept of UDL all started with curb cuts. Disability activists in the 1960s were advocating for adding curb cuts at intersections so that users of wheelchairs could cross streets independently. Once curb cuts became commonplace, there was a surprising secondary effect: Curb cuts did not just benefit the lives of those in wheelchairs, they benefited parents with strollers, kids on bikes, older adults using canes, delivery workers with carts, and travelers using rolling suitcases. What had been designed for one specific group ended up accidentally benefiting many others.

    UDL is founded on this idea of the “curb-cut effect.” UDL focuses on designing classrooms and schools to provide multiple ways for students to learn. While the original focus was making the curriculum accessible to multiple types of learners, UDL also informs the physical design of classrooms and schools. Procurement professionals are focusing on furniture and technology purchases that provide flexible, accessible, and supportive environments so that all learners can benefit. Today entire conferences, such as EDspaces, focus on classroom and school design to improve learning outcomes.

    There is now a solid research base indicating that the design of learning spaces is a critical factor in educational success: Learning space design changes can significantly influence student engagement, well-being, and academic achievement. While we focus on obvious benefits for specific types of learners, we often find unexpected ways that all students benefit. Adjustable desks designed for wheelchair users can improve focus and reduce fatigue in many students, especially those with ADHD. Providing captions on videos, first made available for deaf students, benefit ELL and other students struggling to learn to read.

    Applying UDL to school purchasing decisions

    UDL represents a paradigm shift from retrofitting solutions for individual students to proactively designing inclusive environments from the ground up. Strategic purchasing focuses on choosing furniture and tech tools that provide multiple means of engagement that can motivate and support all types of learners.

    Furniture that works for everyone

    Modern classroom furniture has evolved far beyond the traditional one-size-fits-all model. Flexible seating options such as stability balls, wobble cushions, and standing desks can transform classroom dynamics. While these options support students with ADHD or sensory processing needs, they also provide choice and movement opportunities that enhance engagement for neurotypical students. Research consistently shows that physical comfort directly correlates with cognitive performance and attention span.

    Modular furniture systems offer exceptional value by adapting to changing needs throughout the school year. Tables and desks that can be easily reconfigured support collaborative learning, individual work, and various teaching methodologies. Storage solutions with clear labeling systems and accessible heights benefit students with visual impairments and executive functioning challenges while helping all students maintain organization and independence.

    Technology that opens doors for all learners

    Assistive technology has evolved from specialized, expensive solutions to mainstream tools that benefit diverse learners. Screen readers like NVDA and JAWS remain essential for students with visual impairments, but their availability also supports students with dyslexia who benefit from auditory reinforcement of text. When procuring software licenses, prioritize platforms with built-in accessibility features rather than purchasing separate assistive tools.

    Voice-to-text technology exemplifies the UDL principle perfectly. While crucial for students with fine motor challenges or dysgraphia, these tools also benefit students who process information verbally, ELL learners practicing pronunciation, and any student working through complex ideas more efficiently through speech than typing.

    Adaptive keyboards and alternative input devices address various physical needs while offering all students options for comfortable, efficient interaction with technology. Consider keyboards with larger keys, customizable layouts, or touchscreen interfaces that can serve multiple purposes across your student population.

    Interactive displays and tablets with built-in accessibility features provide multiple means of engagement and expression. Touch interfaces support students with motor difficulties while offering kinesthetic learning opportunities for all students. When evaluating these technologies, prioritize devices with robust accessibility settings including font size adjustment, color contrast options, and alternative navigation methods.

    Maximizing your procurement impact

    Strategic procurement for UDL requires thinking beyond individual products to consider system-wide compatibility and scalability. Prioritize vendors who demonstrate commitment to accessibility standards and provide comprehensive training on using accessibility features. The most advanced assistive technology becomes worthless without proper implementation and support.

    Conduct needs assessments that go beyond compliance requirements to understand your learning community’s diverse needs. Engage with special education teams, occupational therapists, and technology specialists during the procurement process. Their insights can prevent costly mistakes and identify opportunities for solutions that serve multiple populations.

    Consider total cost of ownership when evaluating options. Adjustable-height desks may cost more initially but can eliminate the need for specialized furniture for individual students. Similarly, mainstream technology with robust accessibility features often costs less than specialized assistive devices while serving broader populations.

    Pilot programs prove invaluable for testing solutions before large-scale implementation. Start with small purchases to evaluate effectiveness, durability, and user satisfaction across diverse learners. Document outcomes to build compelling cases for broader adoption.

    The business case for UDL

    Procurement decisions guided by UDL principles deliver measurable returns on investment. Reduced need for individualized accommodations decreases administrative overhead while improving response times for student needs. Universal solutions eliminate the stigma associated with specialized equipment, promoting inclusive classroom cultures that benefit all learners.

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  • Are we outsourcing our thinking to AI?

    Are we outsourcing our thinking to AI?

    Key points:

    I’ll admit that I use AI. I’ve asked it to help me figure out challenging Excel formulas that otherwise would have taken me 45 minutes and a few tutorials to troubleshoot. I’ve used it to help me analyze or organize massive amounts of information. I’ve even asked it to help me devise a running training program aligning with my goals and fitting within my schedule. AI is a fantastic tool–and that’s the point. It’s a tool, not a replacement for thinking.

    As AI tools become more capable, more intuitive, and more integrated into our daily lives, I’ve found myself wondering: Are we growing too dependent on AI to do our thinking for us?

    This question isn’t just philosophical. It has real consequences, especially for students and young learners. A recent study published in the journal Societies reports that people who used AI tools consistently showed a decline in critical thinking performance. In fact, “whether someone used AI tools was a bigger predictor of a person’s thinking skills than any other factor, including educational attainment.” That’s a staggering finding because it suggests that using AI might not just be a shortcut. It could be a cognitive detour.

    The atrophy of the mind

    The term “digital dementia” has been used to describe the deterioration of cognitive abilities as a result of over-reliance on digital devices. It’s a phrase originally associated with excessive screen time and memory decline, but it’s found new relevance in the era of generative AI. When we depend on a machine to generate our thoughts, answer our questions, or write our essays, what happens to the neural pathways that govern our own critical thinking? And will the upcoming era of agentic AI expedite this decline?

    Cognitive function, like physical fitness, follows the rule of “use it or lose it.” Just as muscles weaken without regular use, the brain’s ability to evaluate, synthesize, and critique information can atrophy when not exercised. This is especially concerning in the context of education, where young learners are still building those critical neural pathways.

    In short: Students need to learn how to think before they delegate that thinking to a machine.

    Can you still think critically with AI?

    Yes, but only if you’re intentional about it.

    AI doesn’t relieve you of the responsibility to think–in many cases, it demands even more critical thinking. AI produces hallucinations, falsifies claims, and can be misleading. If you blindly accept AI’s output, you’re not saving time, you’re surrendering clarity.

    Using AI effectively requires discernment. You need to know what you’re asking, evaluate what you’re given, and verify the accuracy of the result. In other words, you need to think before, during, and after using AI.

    The “source, please” problem

    One of the simplest ways to teach critical thinking is also the most annoying–just ask my teenage daughter. When she presents a fact or claim that she saw online, I respond with some version of: “What’s your source?” It drives her crazy, but it forces her to dig deeper, check assumptions, and distinguish between fact and fiction. It’s an essential habit of mind.

    But here’s the thing: AI doesn’t always give you the source. And when it does, sometimes it’s wrong, or the source isn’t reputable. Sometimes it requires a deeper dive (and a few more prompts) to find answers, especially to complicated topics. AI often provides quick, confident answers that fall apart under scrutiny.

    So why do we keep relying on it? Why are AI responses allowed to settle arguments, or serve as “truth” for students when the answers may be anything but?

    The lure of speed and simplicity

    It’s easier. It’s faster. And let’s face it: It feels like thinking. But there’s a difference between getting an answer and understanding it. AI gives us answers. It doesn’t teach us how to ask better questions or how to judge when an answer is incomplete or misleading.

    This process of cognitive offloading (where we shift mental effort to a device) can be incredibly efficient. But if we offload too much, too early, we risk weakening the mental muscles needed for sustained critical thinking.

    Implications for educators

    So, what does this mean for the classroom?

    First, educators must be discerning about how they use AI tools. These technologies aren’t going away, and banning them outright is neither realistic nor wise. But they must be introduced with guardrails. Students need explicit instruction on how to think alongside AI, not instead of it.

    Second, teachers should emphasize the importance of original thought, iterative questioning, and evidence-based reasoning. Instead of asking students to simply generate answers, ask them to critique AI-generated ones. Challenge them to fact-check, source, revise, and reflect. In doing so, we keep their cognitive skills active and growing.

    And finally, for young learners, we may need to draw a harder line. Students who haven’t yet formed the foundational skills of analysis, synthesis, and evaluation shouldn’t be skipping those steps. Just like you wouldn’t hand a calculator to a child who hasn’t yet learned to add, we shouldn’t hand over generative AI tools to students who haven’t learned how to write, question, or reason.

    A tool, not a crutch

    AI is here to stay. It’s powerful, transformative, and, when used well, can enhance our work and learning. But we must remember that it’s a tool, not a replacement for human thought. The moment we let it think for us is the moment we start to lose the capacity to think for ourselves.

    If we want the next generation to be capable, curious, and critically-minded, we must protect and nurture those skills. And that means using AI thoughtfully, sparingly, and always with a healthy dose of skepticism. AI is certainly proving it has staying power, so it’s in all our best interests to learn to adapt. However, let’s adapt with intentionality, and without sacrificing our critical thinking skills or succumbing to any form of digital dementia.

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  • Prioritizing behavior as essential learning

    Prioritizing behavior as essential learning

    Key points:

    In classrooms across the country, students are mastering their ABCs, solving equations, and diving into science. But one essential life skill–behavior–is not in the lesson plan. For too long, educators have assumed that children arrive at school knowing how to regulate emotions, resolve conflict, and interact respectfully. The reality: Behavior–like math or reading–must be taught, practiced, and supported.

    Today’s students face a mounting crisis. Many are still grappling with anxiety, disconnection, and emotional strain following the isolation and disruption of the COVID pandemic. And it’s growing more serious.

    Teachers aren’t immune. They, too, are managing stress and emotional overload–while shouldering scripted curricula, rising expectations, and fewer opportunities for meaningful engagement and critical thinking. As these forces collide, disruptive behavior is now the leading cause of job-related stress and a top reason why 78 percent of teachers have considered leaving the profession.

    Further complicating matters is social media and device usage. Students and adults alike have become deeply reliant on screens. Social media and online socialization–where interactions are often anonymous and less accountable–have contributed to a breakdown in conflict resolution, empathy, and recognition of nonverbal cues. Widespread attachment to cell phones has significantly disrupted students’ ability to regulate emotions and engage in healthy, face-to-face interactions. Teachers, too, are frequently on their phones, modeling device-dependent behaviors that can shape classroom dynamics.

    It’s clear: students can’t be expected to know what they haven’t been taught. And teachers can’t teach behavior without real tools and support. While districts have taken well-intentioned steps to help teachers address behavior, many initiatives rely on one-off training without cohesive, long-term strategies. Real progress demands more–a districtwide commitment to consistent, caring practices that unify educators, students, and families.

    A holistic framework: School, student, family

    Lasting change requires a whole-child, whole-school, whole-family approach. When everyone in the community is aligned, behavior shifts from a discipline issue to a core component of learning, transforming classrooms into safe, supportive environments where students thrive and teachers rediscover joy in their work. And when these practices are reinforced at home, the impact multiplies.

    To help students learn appropriate behavior, teachers need practical tools rather than abstract theories. Professional development, tiered supports, targeted interventions, and strategies to build student confidence are critical. So is measuring impact to ensure efforts evolve and endure.

    Some districts are leading the way, embracing data-driven practices, evidence-based strategies, and accessible digital resources. And the results speak for themselves. Here are two examples of successful implementations.

    Evidence-based behavior training and mentorship yields 24 percent drop in infractions within weeks

    With more than 19,000 racially diverse students across 24 schools east of Atlanta, Newton County Schools prioritized embedded practices and collaborative coaching over rigid compliance. Newly hired teachers received stipends to complete curated, interactive behavior training before the school year began. They then expanded on these lessons during orientation with district staff, deepening their understanding.

    Once the school year started, each new teacher was partnered with a mentor who provided behavior and academic guidance, along with regular classroom feedback. District climate specialists also offered further support to all teachers to build robust professional learning communities.

    The impact was almost immediate. Within the first two weeks of school, disciplinary infractions fell by 24 percent compared to the previous year–evidence that providing the right tools, complemented by layered support and practical coaching, can yield swift, sustainable results.

    Pairing shoulder coaching with real-time data to strengthen teacher readiness

    With more than 300,000 students in over 5,300 schools spanning urban to rural communities, Clark County School District in Las Vegas is one of the largest and most diverse in the nation.

    Recognizing that many day-to-day challenges faced by new teachers aren’t fully addressed in college training, the district introduced “shoulder coaching.” This mentorship model pairs incoming teachers with seasoned colleagues for real-time guidance on implementing successful strategies from day one.

    This hands-on approach incorporates videos, structured learning sessions, and continuous data collection, creating a dynamic feedback loop that helps teachers navigate classroom challenges proactively. Rather than relying solely on reactive discipline, educators are equipped with adaptable strategies that reflect lived classroom realities. The district also uses real-time data and teacher input to evolve its behavior support model, ensuring educators are not only trained, but truly prepared.

    By aligning lessons with the school performance plan, Clark County School District was able to decrease suspensions by 11 percent and discretionary exclusions by 17 percent.  

    Starting a new chapter in the classroom

    Behavior isn’t a side lesson–it’s foundational to learning. When we move beyond discipline and make behavior a part of daily instruction, the ripple effects are profound. Classrooms become more conducive to learning. Students and families develop life-long tools. And teachers are happier in their jobs, reducing the churn that has grown post-pandemic.

    The evidence is clear. School districts that invest in proactive, strategic behavior supports are building the kind of environments where students flourish and educators choose to stay. The next chapter in education depends on making behavior essential. Let’s teach it with the same care and intentionality we bring to every other subject–and give every learner the chance to succeed.

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  • Exploring a new standard for preparing students for the future of work

    Exploring a new standard for preparing students for the future of work

    Key points:

    According to the World Economic Forum’s Future of Jobs Report 2025, nearly 40 percent of workers’ core skills will change in just the next five years. As AI, automation, and global connectivity continue to reshape every industry, today’s students are stepping into a world where lifelong careers in a single field are increasingly rare.

    Rather than following a straight path, the most successful professionals tomorrow will be able to pivot, reinvent, and adapt again and again. That’s why the goal of education must also shift. Instead of preparing students for a fixed destination, we must prepare them to navigate change itself.

    At Rockingham County Schools (RCS), this belief is at the heart of our mission to ensure every student is “choice-ready.” Rather than just asking, “What job will this student have?” we’re asking, “Will they be ready to succeed in whatever path they choose now and 10 years from now?”

    Choice-ready is a mindset, not just a pathway

    Let’s start with a quick analogy: Not long ago, the NBA underwent a major transformation. For decades, basketball was largely a two-point game with teams focused on scoring inside the arc. But over time, the strategy shifted to where it is today: a three-point league, where teams that invest in long-range shooters open up the floor, score more efficiently, and consistently outperform those stuck in old models. The teams that adapted reshaped the game. The ones that didn’t have fallen behind.

    Education is facing a similar moment. If we prepare students for a narrow, outdated version of success that prepares them for one track, one career, or one outcome, we risk leaving them unprepared for a world that rewards agility, range, and innovation.

    At RCS, we take a global approach to education to avoid this. Being “choice-ready” means equipping students with the mindset and flexibility to pursue many possible futures, and a global approach expands that readiness by exposing them to a broader range of competencies and real-world situations. This exposure prepares them to navigate the variety of contexts they will encounter as professionals. Rather than locking them into a specific plan, it helps them develop the ability to shift when industries, interests, and opportunities change.

    The core competencies to embrace this mindset and flexibility include:

    • Creative and analytical thinking, which help solve new problems in new contexts
    • Empathy and collaboration, which are essential for dynamic teams and cross-sector work
    • Confidence and communication, which are built through student-led projects and real-world learning

    RCS also brings students into the conversation. They’re invited to shape their learning environment by giving their input on district policies around AI, cell phone use, and dress codes. This encourages engagement and ownership that helps them build the soft skills and self-direction that today’s workforce demands.

    The 4 E’s: A vision for holistic student readiness and flexibility

    To turn this philosophy into action, we developed a four-part framework to support every student’s readiness:

    1. Enlisted: Prepared for military service
    2. Enrolled: Ready for college or higher education
    3. Educated: Grounded in academic and life skills
    4. Entrepreneur: Equipped to create, innovate, and take initiative

    That fourth “E”–entrepreneur–is unique to RCS and especially powerful. It signals that students can create their opportunities rather than waiting for them. In one standout example, a student who began producing and selling digital sound files online explored both creative and commercial skill sets.

    These categories aren’t silos. A student might enlist, then enroll in college, then start a business. That’s the whole point: Choice-ready students can move fluidly from one path to another as their interests–and the world–evolve.

    The role of global education

    Global education is a framework that prepares students to understand the world, appreciate different perspectives, and engage with real-world issues across local and global contexts. It emphasizes transferable skills—such as adaptability, empathy, and critical thinking—that students need to thrive in an unpredictable future.

    At RCS, global education strengthens student readiness through:

    • Dual language immersion, which gives students a competitive edge in a multilingual, interconnected workforce
    • Cultural exposure, which builds resilience, empathy, and cross-cultural competence
    • Real-world learning, which connects academic content to relevant, global challenges

    These experiences prepare students to shift between roles, industries, and even countries with confidence.

    Redesigning career exploration: Early exposure and real skills

    Because we don’t know what future careers will be, we embed career exploration across K-12 to ensure students develop self-awareness and transferable skills early on.

    One of our best examples is the Paxton Patterson Labs in middle schools, where students explore real-world roles, such as practicing dental procedures on models rather than just watching videos.

    Through our career and technical education and innovation program at the high school level, students can:

    • Earn industry-recognized credentials.
    • Collaborate with local small business owners.
    • Graduate workforce-ready with the option to pursue higher education later.

    For students who need immediate income after graduation, RCS offers meaningful preparation that doesn’t close off future opportunities, keeping those doors open.

    And across the system, RCS tracks success by student engagement and ownership, both indicators that a learner is building confidence, agency, and readiness to adapt. This focus on student engagement and preparing students for the world postgraduation is already paying dividends. During the 2024-25 school year, RCS was able to increase the percentage of students scoring proficient on the ACT by more than 20 points to 44 percent. Additionally, RCS increased both the number of students who took AP exams and the number who received a passing score by 12 points to 48 percent.

    Preparing students for a moving target

    RCS knows that workforce readiness is a moving target. That’s why the district continues to evolve with it. Our ongoing focus areas include:

    • Helping graduates become lifelong learners who can retrain and reskill as needed
    • Raising awareness of AI’s influence on learning, creativity, and work
    • Expanding career exploration opportunities that prioritize transferable, human-centered skills

    We don’t know exactly what the future holds. We do know that students who can adapt, pivot, and move confidently from one career path to another will be the most prepared–because the most important outcome isn’t fitting students into today’s job market but preparing them to create value in tomorrow’s.

    At Rockingham County Schools, that’s what being “choice-ready” really means. It’s not about predicting the future. It’s about preparing students to thrive within it wherever it leads.

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  • 3 steps to build belonging in the classroom

    3 steps to build belonging in the classroom

    Key points:

    The first few weeks of school are more than a fresh start–they’re a powerful opportunity to lay the foundation for the relationships, habits, and learning that will define the rest of the year. During this time, students begin to decide whether they feel safe, valued, and connected in your classroom.

    The stakes are high. According to the 2023 Youth Risk Behavior Survey, only 55 percent of students reported feeling connected to their school. That gap matters: Research consistently shows that a lack of belonging can harm grades, attendance, and classroom behavior. Conversely, a strong sense of belonging not only boosts academic self-efficacy but also supports physical and mental well-being.

    In my work helping hundreds of districts and schools implement character development and future-ready skills programs, I’ve seen how intentionally fostering belonging from day one sets students–and educators–up for success. Patterns from schools that do this well have emerged, and these practices are worth replicating.

    Here are three proven steps to build belonging right from the start.

    1. Break the ice with purpose

    Icebreakers might sound like old news, but the reality is that they work. Research shows these activities can significantly increase engagement and participation while fostering a greater sense of community. Students often describe improved classroom atmosphere, more willingness to speak up, and deeper peer connections after just a few sessions.

    Some educators may worry that playful activities detract from a serious academic tone. In practice, they do the opposite. By helping students break down communication barriers, icebreakers pave the way for risk-taking, collaboration, and honest reflection–skills essential for deep learning.

    Consider starting with activities that combine movement, play, and social awareness:

    • Quick-think challenges: Build energy and self-awareness by rewarding quick and accurate responses.
    • Collaborative missions: Engage students working toward a shared goal that demands communication and teamwork.
    • Listen + act games: Help students develop adaptability through lighthearted games that involve following changing instructions in real time.

    These activities are more than “fun warm-ups.” They set a tone that learning here will be active, cooperative, and inclusive.

    2. Strengthen executive functioning for individual and collective success

    When we talk about belonging, executive functioning skills–like planning, prioritizing, and self-monitoring–may not be the first thing we think of. Yet they’re deeply connected. Students who can organize their work, set goals, and regulate their emotions are better prepared to contribute positively to the class community.

    Research backs this up. In a study of sixth graders, explicit instruction in executive functioning improved academics, social competence, and self-regulation. For educators, building these skills benefits both the individual and the group.

    Here are a few ways to embed executive functioning into the early weeks:

    • Task prioritization exercise: Help students identify and rank their tasks, building awareness of time and focus.
    • Strengths + goals mapping: Guide students to recognize their strengths and set values-aligned goals, fostering agency.
    • Mindful check-ins: Support holistic well-being by teaching students to name their emotions and practice stress-relief strategies.

    One especially powerful approach is co-creating class norms. When students help define what a supportive, productive classroom looks like, they feel ownership over the space. They’re more invested in maintaining it, more likely to hold each other accountable, and better able to self-regulate toward the group’s shared vision.

    3. Go beyond the first week to build deeper connections

    Icebreakers are a great start, but true belonging comes from sustained, meaningful connection. It’s tempting to think that once names are learned and routines are set, the work is done–but the deeper benefits come from keeping this focus alive alongside academics.

    The payoff is significant. School connectedness has been shown to reduce violence, protect against risky behaviors, and support long-term health and success. In other words, connection is not a “nice to have”–it’s a protective factor with lasting impact.

    Here are some deeper connection strategies:

    • Shared values agreement: Similar to creating class norms, identify the behaviors that promote safety, kindness, and understanding.
    • Story swap: Have students share an experience or interest with a partner, then introduce each other to the class.
    • Promote empathy in action: Teach students to articulate needs, seek clarification, and advocate for themselves and others.

    These activities help students see one another as whole people, capable of compassion and understanding across differences. That human connection creates an environment where everyone can learn more effectively.

    Take it campus-wide

    These strategies aren’t limited to students. Adults on campus benefit from them, too. Professional development can start with icebreakers adapted for adults. Department or PLC meetings can incorporate goal-setting and reflective check-ins. Activities that build empathy and connection among staff help create a healthy, supportive adult culture that models the belonging we want students to experience.

    When teachers feel connected and supported, they are more able to foster the same in their classrooms. That ripple effect–staff to students, students to peers–creates a stronger, more resilient school community.

    Belonging isn’t a single event; it’s a practice. Start the year with purpose, keep connection alive alongside academic goals, and watch how it transforms your classroom and your campus culture. In doing so, you’ll give students more than a positive school year. You’ll give them tools and relationships they can carry for life.

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  • The complex dynamics of principal turnover in modern educational institutions

    The complex dynamics of principal turnover in modern educational institutions

    Key points:

    The departure and replacement of school principals represents one of the most significant organizational changes within educational institutions, creating ripple effects that permeate every aspect of school operations. This phenomenon, increasingly prevalent in contemporary education systems, deserves thorough examination for its profound impact on institutional effectiveness, academic achievement, and organizational stability.

    When a principal exits an educational institution, the immediate effects reverberate throughout the entire school system. The administrative vacuum extends far beyond mere personnel changes, as new principals invariably bring distinct leadership philosophies, strategic priorities, and management approaches that can fundamentally reshape the school’s operational framework. Current research in educational leadership suggests that schools typically require between three to five years to fully stabilize following leadership transitions, indicating that frequent turnover can trap institutions in continuous cycles of adjustment and reorganization.

    The principal’s role transcends traditional administrative leadership, functioning as the cultural architect of the school community. During leadership transitions, the delicate fabric of established relationships between administration, faculty, and staff enters a period of uncertainty and realignment. The school’s cultural identity, carefully constructed through years of shared experiences and mutual understanding, often undergoes substantial transformation as new leadership implements alternative approaches to community building and professional collaboration. This cultural shift can significantly impact teacher motivation, student engagement, and overall school climate.

    Academic program integrity and student achievement metrics frequently experience fluctuations during principal transitions. New leaders typically introduce fresh perspectives on curriculum implementation, instructional methodologies, and resource allocation strategies. While innovation and new approaches can catalyze positive change, frequent shifts in academic direction may disrupt educational continuity and student progress. Empirical studies have consistently demonstrated that schools experiencing frequent principal turnover often exhibit temporary declines in student achievement metrics, with particularly pronounced effects in high-poverty areas where stability serves as a crucial factor for student success.

    The impact extends deep into stakeholder relationships and community partnerships. Parents, community organizations, and local partners must adapt to new leadership styles, communication protocols, and institutional priorities. The critical process of building and maintaining trust, essential for effective school-community partnerships, frequently requires renewal with each leadership change. This cyclical process can affect various aspects of school operations, from volunteer program effectiveness to community support for school initiatives and funding proposals.

    Professional development trajectories and staff retention patterns often undergo significant changes during principal transitions. Different leaders may emphasize various areas of professional growth or implement modified evaluation systems, directly affecting teacher satisfaction and career advancement opportunities. Research indicates a strong correlation between principal turnover and increased teacher attrition rates, creating compound effects on institutional stability and educational continuity. This relationship suggests that leadership stability plays a crucial role in maintaining a consistent and experienced teaching staff.

    The challenges of strategic planning become particularly acute in environments characterized by frequent leadership changes. Multi-year improvement initiatives risk interruption or abandonment as new principals implement different priorities and approaches. This instability can affect various aspects of school development, from technology integration plans to curriculum development initiatives, potentially compromising the institution’s ability to achieve long-term educational objectives and maintain consistent progress toward established goals.

    Educational institutions can implement various strategies to minimize the negative impacts of principal turnover, including developing comprehensive transition protocols, maintaining detailed documentation of ongoing initiatives, creating strong distributed leadership teams, establishing clear communication channels during transitions, and building robust institutional memory through systematic record-keeping. These mitigation strategies prove essential for maintaining organizational stability and educational effectiveness during periods of leadership change.

    The implications of principal turnover extend throughout the educational ecosystem, influencing everything from daily operations to long-term strategic initiatives. Understanding these complex dynamics becomes increasingly crucial for educational stakeholders, policymakers, and administrators in developing effective strategies to maintain institutional stability and educational quality during leadership transitions. As educational institutions continue to evolve in response to changing societal needs and expectations, the ability to manage leadership transitions effectively becomes paramount for ensuring consistent, high-quality education for all students.

    This comprehensive analysis of principal turnover effects provides valuable insights for educational professionals, administrators, and policymakers working to create more stable and effective learning environments. The ongoing challenge lies in balancing the potential benefits of new leadership perspectives with the fundamental need for institutional stability and continuous educational improvement, all while maintaining focus on the ultimate goal: providing optimal learning opportunities for students in an ever-changing educational landscape.

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