Presented by Dr. Mark Benigni, Superintendent, Meriden Public Schools (CT); Dr. Alan Seibert, Superintendent, Salem City Schools (VA); Dr. Jason Van Heukelum, Superintendent, Winchester Public Schools (VA); and Diane W. Doersch, Technical Project Director for Digital Promise and the Verizon Innovative Learning Schools (#VILs) Program
Moderated by Ann McMullan, Project Director, EmpowerED Superintendent Initiative, CoSN (Consortium for School Networking)
As school districts have become more diverse and focused on the importance of providing an equitable education for students from different cultures, the need has grown for a consistent and effective approach to improving the achievement of all learners and engaging their families in the process.
Of course, there are technical aspects to protecting data, and as many schools have learned during the pandemic, district IT staff need to stay on top of evolving efforts to compromise systems. But that’s just one part of guarding student information. During a recent edWebinar, sponsored by ClassLink and co-hosted by CoSN and AASA, the presenters discussed the policies and practices that also keep data safe in a digital education environment.
Presented by Dr. Doug Brubaker, Superintendent, Fort Smith Public Schools (AR); Dr. Ann Levett, Superintendent, Savannah-Chatham Schools (GA); and Dr. Kristi Wilson, Superintendent, Buckeye Elementary School District (AZ), and President of AASA
With the pandemic has come a reckoning on how big the digital equity gap is in the United States. During an edWebinar sponsored by ClassLink and co-hosted by CoSN and AASA, three superintendents discussed their observations about digital equity and what their districts need to do next.
The pandemic, while a great disruption in schools, is also an opportunity for change. According to presenters of a recent edWebinar, hosted by AASA, The School Superintendents Association and AASA’s Leadership Network, as school leaders look to reopen their schools, they shouldn’t just be focused on logistics. In addition, they need to ask themselves: Is my school truly responsive to student needs, and if not, how can I make the school work for all students?
Ending systemic injustices and dismantling long-standing barriers isn’t easy, and district leaders engaged in the process recently identified procedures and tools that have helped them support and guide their districts during their “equity journeys.” During an edWebinar hosted by AASA, The School Superintendents Association and AASA’s Leadership Network, Dr. Leila Nuland, Managing Director of the K-12 Research Team at Hanover Research, explained how district leaders can compile and utilize data on educational equity. Then, Dr. Daryl Camp, Superintendent of the San Lorenzo Unified School District in California, and Dr. Gregory Hutchings, Superintendent of the Alexandria City Public Schools in Virginia, discussed the priorities and processes they have established to increase equity in their districts.
“Despite decades of existing research, most professional development programs fail to adhere to established criteria for effectiveness. The Center for Public Education found that while over 90% of teachers reported that they engaged in some type of professional development during the year, most found it to be completely ineffective.” In a recent edWebinar, sponsored by ClassLink and co-hosted by CoSN and AASA, three district leaders from Wake County Public School System Superintendent Cathy Moore, Senior Director of Digital Learning and Libraries Allison Reid, and Marlo Gaddis, Chief Technology Officer, discussed critical guidelines for implementing successful professional technology development.
While equity requires vision from its leaders, it also requires courage. During the edWebinar, “Leading for Equity: Courage to Lead with an Equity Agenda,” hosted by AASA, The Superintendents Association and AASA’s Leadership Network, Dr. Khalid Mumin, Superintendent of Reading School District (PA), and Marlon Styles, Superintendent of Middletown City Schools (OH), discussed the challenges they faced and the tough decisions they made to keep their equity agenda moving forward.
Can a new type of curriculum actually turn failing schools into successful ones, and result in greater success for students as well? This question was answered affirmatively and with confirming evidence during a recent edWebinar, hosted by AASA, The Superintendents Association and AASA’s Leadership Network, with educator and author Jay McTighe, and the superintendent and deputy superintendent of Mount Vernon City School District (NY), Dr. Kenneth Hamilton and Dr. Jeff Gorman.