Presented by Terrie Noland, CALP, Doctoral Candidate, Ph.D.
Even before COVID-19 created online, remote, and hybrid learning environments in school districts across the country, most district and school leaders struggled with chronic absenteeism in their schools. Researchers like Dr. Todd Rogers, Professor of Public Policy at Harvard University and Chief Scientist at EveryDay Labs, have tirelessly worked with school districts to identify, develop and implement strategies to reduce absenteeism at scale.
It’s a common story: the energetic principal who comes into a school, revamps the curriculum, creates innovative learning practices, and then leaves with no sustainability plan. Or, while the kids in that one school thrive, others across the district are left behind. Unfortunately, many schools and districts are still relying on individuals or looking for that magic program rather than developing educational systems that provide a high-quality, modern education for all students.
Presented by Jon Bernstein, Executive Director, NCTET with Guest Panelists: Amanda Karhuse, President, NCTET; Dr. John B. King, Jr., President and CEO, The Education Trust; Dr. Tiffany Anderson, Superintendent, Topeka Public Schools (KS); Becky Pringle, President, National Education Association; Dr. Don Haddad, Superintendent, St. Vrain Valley School District (CO); and Luvelle Brown, Ed.D., Superintendent, Ithaca City School District (NY)
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?
If implicit bias is unconscious and something that everyone experiences, how can educators prevent, or at least minimize, its impact on students? During a recent edWebinar, hosted by AASA, The School Superintendents Association and AASA’s Leadership Network, Dr. Bryant T. Marks, Sr., Executive Director of the National Training Institute on Race and Equity at Morehouse College, explained how increasing awareness and then taking effective, data-driven action can result in more equitable treatment of diverse 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.