SchoolCEO Spring 2022

P OW E R E D BY A P P T EGY

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The Labyrinth to Leadership In a survey of over 2,000 millennial teachers, we ask who will be the next generation of school leaders—and how they’ll find their way.

“Growing other leaders from the ranks isn’t just the duty of the leader; it’s an obligation.”

– Warren Bennis

Where will we find our future school leaders?

As another school year closes in the shadow of the pandemic, burnout is becoming an undeniable problem in education.

Rampant teacher shortages continue to leave districts scrambling for coverage—and it appears the problem is spreading from the classroom to the administrative office.

who has transformed Selma, Alabama, with her district’s Aspiring Leaders Academy. And, through our research, we’ll examine how educators are getting lost in the shuffle of our nation’s school leadership pipelines—and how you can help them find their way.

According to recent reports from research firms like RAND and ILO Group, 37% of the nation’s largest districts have undergone a change in leadership since March 2020.

And the trend isn’t slowing down. More than one in four superintendents say they will leave their districts soon; another 24% say they are undecided.

For some of you, a change in school leadership isn’t a distant concern, but an imminent reality. That’s why we’re also including a guide to superintendent transition. If you’re leaving a district after many years or entering a new one for the first time, we offer some advice on keeping that transition smooth and successful.

As more and more superintendents leave their districts— or the profession altogether—we’re faced with a troubling question: Where will we find our future school leaders? In our recent survey of more than 2,000 millennial teachers, we learned that the answer might not be what you’d expect.

Whether you’re preparing to leave a superintendency or you plan to stay in your district for decades, you can’t afford not to develop tomorrow’s leaders. You have the power to make the future of education bright—as long as you light the way for those who’ll come after.

In this issue of SchoolCEO, we’re focusing on the ways you can help grow the next generation of school leaders. We’ll teach you how to provide effective professional development your teachers actually want to attend, whether it’s a book study or an Edcamp. We’ll introduce you to Dr. Avis Williams,

OUR TEAM

Managing Editor: Melissa Hite Writers/Researchers: Barrett Goodwin, Brittany Keil, Marie Kressin, Heather Palacios, Corey Whaley Graphic Designer/Illustrators: Alex Barton, Marisol Quintanilla

Art Director: Sebastian Andrei Social Media Specialist: Thiphavanh “Bri” Vongvilay Video Producers: Ryan McDonald, Tanner Cox, Obatola Layiwola Apptegy CEO: Jeston George

IN THIS ISSUE Beyond the Bridge

Vehicles for Change

Dr. Avis Williams is bridging the leadership gap in Selma, Alabama, and beyond.

In Texas’ Tyler ISD, Jennifer Hines and her team solved a bus driver shortage— with a little creative marketing.

The Labyrinth to Leadership Are today’s teachers interested in becoming tomorrow’s school leaders? Here’s what we learned from more than 2,000 millennial educators.

Changing of the Guard On The Grid Here’s why your district needs Instagram—and how it can help you stand out from the crowd.

Leadership change is inevitable, but communicating transition the right way can earn you trust and buy-in for years to come.

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Vehicles for Change

Based in Little Rock, Arkansas, Apptegy is an education technology company dedicated to helping school leaders build a powerful identity for their schools.

Learn more at apptegy.com

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The Millennial Superintendent Dr. Andy Crozier shares an inside look at a new generation of leaders.

Primed for PD Play is the most powerful motivator— and it can transform your professional development.

Book Smarts Book studies could be the solution to easy, individualized PD. Here’s how to make them work.

Bluegrass, Basketball, Belonging The Kentucky Collaborative for Families and Schools is redefining family engagement.

Crisis in the Comments Negative social media comments are inevitable—but you can handle them in a positive way.

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Vol. 4 No. 3 © 2022 by Apptegy, Inc. All rights reserved. Permission to reprint or quote excerpts granted by written request only. SchoolCEO� is published four times a year (November, February, May, and August) by Apptegy, Inc. 2201 Brookwood Dr., Suite 115, Little Rock, AR 72202.

Views and opinions expressed in this publication are not necessarily those of the magazine or Apptegy, Inc. Accordingly, no liability is assumed by the publisher thereof.

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Good News

in Public Education

Luling, LA

Vineland, NJ

Good moos from Louisiana, where Luling Elementary School teacher Lewis Logan III recently saved a full-grown cow from drowning near campus. As a normal school day ended, Logan was told by a parent that a cow was stuck on its side in a nearby ditch. When he arrived on the scene, the cow was almost completely submerged in mud, so the teacher got his “crawfish boots” out of his truck and climbed into the ditch to hold the cow’s head up until the fire department could arrive.

“No living creature should have to endure such fear alone,” says Logan.

(St. Charles Herald Guide)

Students in Vineland High School’s Search for Conscience class are applying what they’ve learned by helping Ukrainian refugees. “We want them to know the world is paying attention,” says Savannah, a senior. Earlier this year, she and her classmates launched a donation drive to help refugees fleeing their homeland. Students put out a call for donations, and their community answered—with everything from personal hygiene products to medical supplies to socks, flashlights, and batteries. Goods will be put into care packages for the refugees. “They took the idea and ran with it,” teacher Vicky Solomon says. “They have to be active citizens in the world.

One person can make a difference.”

(NJ.com)

York, PA High school students in Central York School District have made their voices heard in the national discussion on book banning. Five students from the Panther Anti-Racist Union (PARU) organized a “walk-in” protest to fight their school board’s ban on a list of anti-racist resources. The list included a children’s book about Rosa Parks, Malala Yousafzai’s autobiography, and CNN’s Sesame Street town hall on racism. The board has now reversed its decision— thanks in part to the students. “They are heroes and should be celebrated as bastions of American freedom and democracy,” says teacher and PARU staff advisor Ben Hodge.

(KETV)

Wortham, TX “The student becomes the master” is more than an old adage for one teacher in Texas—it’s her reality. Teresa McLaughlin, an Emergency Medical Technician teacher in Wortham ISD, experienced a medical episode during one of her classes. At first, her students thought it was part of the lesson—a way to assess their response skills—but they quickly realized their teacher needed help. The students performed glucose tests, administered oxygen, and ensured her airway remained unobstructed while they waited for medical personnel to arrive. “I kind of expected that at some point they’d be needed to help somebody. But I didn’t think it would be me,” McLaughlin says. Her students will have the option to pursue their EMT certification at the end of this school year. She may have been their first patient, but for these aspiring medical professionals, she likely won’t be the last.

(KWTX)

Wausau, WI Something inspirational is brewing at John Muir Middle School, where students in Special Education classes are practicing financial and communication skills by selling coffee and hot chocolate to school staff. Faculty place their orders in the mornings, and then the students prepare and deliver the hot drinks later in the day. Special Education teacher Claire Heindel says they’re hoping the program will help students learn the financial and social skills they’ll need for future employment. Proceeds from the drink sales fund everything from field trips to Christmas presents for the students’ families and friends.

(WAOW)

Savannah, GA Ava, a junior at Savannah Arts Academy, wanted to help elementary and middle school students in her district deal with the continued stress of the pandemic. The result?

Students Helping Students Succeed (SHSS), a mentoring organization Ava hopes will instill leadership, confidence, and teamwork in younger students. “Middle school was a hard time for me, and I kind of wish that I’d had someone to talk to,” Ava says. SHSS also wants to help close learning gaps caused by the pandemic. High school students will serve as mentors and role models to younger students by helping with their assignments and tutoring them. Thirtytwo students from nine different district high schools have already volunteered to be mentors.

(Longview News-Journal)

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Beyond the Bridge

Dr. Avis Williams’ legacy of leadership in Selma City Schools

For Dr. Avis Williams, leading a district like Selma City Schools has been a dream come true— but it hasn’t been without its challenges. Selma is the fastest-shrinking city in Alabama; the surrounding county is one of the poorest in the state; and Selma City Schools was under state intervention and struggling with high turnover rates when Williams first took the helm.

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During her time as Selma’s superintendent, Williams has seen the district through their state intervention and been named one of NSPRA’s 2021 Top Superintendents to Watch. Now, while the rest of the country is scrambling over shortages, Selma City Schools is swimming in a talent pool of their own making. “What we don’t have is a shortage of leaders,” Williams tells us. “In the event that we had a principal vacancy—if we had five vacancies—our only problem would be deciding which leader to place where.”

How are they doing it? By investing in aspiring leaders who reflect their community.

It probably won’t come as a shock that approximately 68% of teachers in the United States are female. Yet in a survey done by AASA, only 27% of superintendent respondents were female, and only 1.4% of superintendents were Black women. The superintendency is still overwhelmingly white and male; our teachers—and our students—are not.

Dr. Avis Williams is responding to our nation’s critical need for Black female leaders. She’s taking a new view of leadership altogether by looking right in front of her. With pipelines like Selma City Schools’ Aspiring Leaders Academy (ALA), Williams is investing in the future leaders who are already in the room—and producing a leadership surplus.

Winding Paths Williams’ career in education didn’t begin on a college campus. It began in her childhood home, where she played school with her dolls in a make-believe classroom. As a student, Williams had a passion for learning, eventually becoming a self-professed bookworm. The only time she ever got in trouble at school, she was reading a novel instead of focusing on her lessons. “I couldn’t imagine not loving reading,” Williams says. “Part of it was an escape. Home life wasn’t always great, and reading was a way to pour myself into something.”

But even with a natural love of learning, Williams’ path to becoming an educator was anything but straightforward.

She was a top student in her class—and yet no one ever talked to her about going to college. “I got scholarships, but I didn’t know what to do with them,” she tells us. “No one in my family had ever gone to college before.” Instead of attending a university after high school, Williams followed the only path she knew. Like her brother and sister before her, she joined the U.S. Army.

Dr. Avis Williams

Williams’ time in the military brought her to Alabama, where she eventually put herself through college while working as a personal trainer. She even hosted a radio show called “Ask Avis,” where she answered callers’ questions about fitness.

But it wasn’t until she got a divorce that she began to think seriously about a career change. “I was still doing personal training full time, and our daughter was only two,” Williams tells us. “Taking a baby to the gym at 5 a.m. to train clients is a little rough.”

So Williams chose to pursue a position teaching both P.E. and English. “Within a couple of years, I knew I wanted to expand my reach in terms of what I could do in education,” she says. “So I worked on getting my master’s degree and administrative certification within the first three to four years that I was in the classroom.”

It took years for Williams to find her way to a career in education. If she’d understood her opportunities from the beginning, that might not have been the case. “I have no regrets about serving my country—it was one of the best experiences of my life—but I still should have been aware of my options,” she says. “I want to make sure our young people understand that they have choices.”

The Selma Superintendency It’s important to Williams that her students have more support throughout their educational careers than she did. In some ways, Williams sees herself as the poster child for what education can do. “I just want young people to understand that education is the key,” she tells us. “I grew up in poverty, and, in my heart, I have always wanted to serve in communities where the needs were great. Had it not SPRING 2022

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been for education, I don’t know where I would be.” It’s that passion for learning—and for sharing education with underresourced communities—that motivated Williams to climb all the way to the superintendency.

When Williams decided to take the top job in Selma, a number of people wondered why. With high poverty, high crime rates, and the fact that Selma was under state intervention at the time—why would Williams want to take on such a tremendous challenge? Her answer: “Somebody needs to, and it needs to be somebody who cares about these babies who look like me. When I look at them, I see me. I was just one or two decisions away from not being where I am right now.”

To get to where she is now, “it’s been a lot of uphill battles because of the intersectionality between being Black and being a woman,” Williams says.

“I will tell you: the patriarchy is real.” On more than one occasion, Williams has found herself faced with roadblocks her white male peers don’t have to contend with. “As a Black woman, I have found that I have to be overly prepared,” she says. “I have to check all the boxes in a way that my white male colleagues don’t.”

Before her superintendency, Williams had served as an elementary, middle, and high school principal. She had also held two central office jobs. ”But they still looked at me and said: Well, she doesn’t have superintendent experience,” she tells us. “And I thought: Could you give me some, maybe?”

According to Williams, though, it’s more than just a problem with hiring institutions. “We’re our own worst enemies sometimes, too,” she says. “We don’t help ourselves any when we second-guess what we bring to the table, when we don’t take advantage of the opportunity to speak up.

One of the things that I learned real fast was not to let a man talk over me.”

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All this boils down to an important lesson. Over the course of her leadership journey, Williams says she’s learned that “people in certain spaces are not going to clear the way for you automatically.” It’s about choosing not to be silent. “You deal with the obstacles you’re given and you make the most of it,” she says. “I have a choice as to how I respond, and I choose to respond by making my voice heard.”

Bridge Crossing The power of the human voice isn’t just something Williams has modeled for the students of Selma—it’s a historical truth they’re reminded of annually. Students all over the country learn that on Bloody Sunday, people risked their lives for their right to vote. They learn that their democratic society hinges on what happened when a group of civil rights marchers was barred from crossing the Edmund Pettus Bridge. Unlike most students in the United States, though, Selma students contextualize their learning with the annual Bridge Crossing Jubilee, a local celebration held to commemorate the marchers who made history in 1965.

Every year, Selma sees several big names in politics visit town for the Jubilee. This year, one of those visitors was Vice President Kamala Harris. “It meant a lot that someone who is active in the Biden administration was here,” Williams says. “I was really happy to see our vice president, as opposed to someone just using Selma as a backdrop for their political speech.”

The Bridge Crossing Jubilee is a necessary reminder of a tragedy that was the direct result of racism. But what happens after the ceremony ends? “I do think people use Selma and then go back home,” Williams tells us. After everyone leaves, Selma keeps struggling. “I think a lot of people don’t realize the state of Selma right now,” she adds.

“A lot of people don’t realize the poverty that’s here.”

What it is: When it came to explaining the ALA to her staff, “the biggest thing we had to overcome was the word ‘leader,’” Williams says. “It bothered me that teachers didn’t see themselves as leaders. We had to make it really clear that we’re not training you to be a principal. If you do want to be a principal, we’ll prepare you—but that’s not all this is about. We had to really make it clear in our marketing and communication that this is for anybody.”

Recently, Williams had lunch with a student as part of a program she created called Lunch and Learn. During Lunch and Learn, students are asked: What are your hopes and dreams? What do you need from your school? One particular student said his dream is to make Selma a safe place. He hears gunshots at night. His cousin’s brother was killed last year. According to Williams, this is what people outside the community sometimes miss about Selma.

In a recent presentation, Williams described the ALA as being “designed for current Selma City Schools employees who desire to develop leadership skills that will enable them to support students and stakeholders.” Aspirants cultivate their leadership skills by participating in professional development and receiving leadership coaching. They also engage in what Williams’ presentation described as “experiences that provide opportunities to make schools and departments more joyous and effective.”

“But it gave me such hope,” Williams says. “This is a fourth grader talking about improving the community.” That’s what she loves about the Bridge Crossing Jubilee, too: “It never stops short of letting us know there’s still work to be done.”

Leaders Who Look Like Them Williams was drawn to Selma not just because she sees herself in the students, but because she recognizes how crucial it is for students to see themselves in their leaders.

“We need to understand that seeing is believing,” she tells us. “Children of color need to see teachers who look like them. They need to see leaders who look like them. They need to see people in the community, positive role models, who look like them.”

Unfortunately, our school leaders often don’t reflect our school communities. So what do we do? Williams’ answer is to establish internal leadership pipelines like Selma City Schools’ Aspiring Leaders Academy.

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Who it’s for:

Why it’s important:

Recruiting applicants for a program like the ALA is no small feat. In fact, Selma City Schools decided that if they were going to do it at all, they were going to do it right.

That meant building a whole new position to spearhead the implementation of the ALA: the Director of Teacher and Leader Development. According to Williams, the new position helps circumnavigate any conflicts of interest. “A superintendent can’t really do a whole lot of employment counseling,” Williams tells us, “but the Director of Teacher and Leader Development can.” Even better, the current director was hired from within the district.

According to Williams, programs like the ALA are inherently students-first practices. “An effective teacher is key,” she says, “but an effective school leader is also essential in terms of improving outcomes.” In fact, research shows that school leaders are second only to classroom teachers when it comes to impacting student learning. “Effective school leaders are directly tied to student outcomes,” Williams says.

While some applicants decide to apply on their own, others are specifically sought out, or “tapped.” Sometimes the district taps staff members who have applied for leadership positions in the past but didn’t get them. Other times, they target staff members who have a real “spark,” who can bring something vital to their cohort. Williams says that’s because “in a cohort, you learn a lot from your classmates, too.”

Although Williams and her team are intentional about identifying staff members who are a good fit for the program, they’re also serious about making space for everyone. So far, Selma City Schools hasn’t turned away a single applicant. They’ve decided that if they ever have too many applicants, they’ll just have two cohorts that year.

Photos courtesy of Selma City Schools

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But perhaps one of the most compelling reasons to implement a program like the ALA is the effect that a leadership pipeline can have on diversity and equity in your school district. “We wanted to make sure that our leadership pool resembled our community,” says Williams. “And one of the things that I’m really intentional about is making sure women have a seat at the table.”

When it comes down to it, programs like the ALA are necessary because educators deserve workplaces that pour into them just as much as they pour into others. “When I talk to our leaders who have participated,” Williams tells us, “they feel empowered. They feel supported, and their confidence is so much greater than it was before.”

What it’s led to: Now in their third cohort of the ALA, Selma City Schools is in a very different boat than most districts throughout the country. In fact, of the 11 members who were in the first

cohort, eight have been promoted. They’ve also observed the ALA’s capacity to clear the way for more female leaders; one recent cohort was all women. Part of the ALA’s success is, no doubt, thanks to Williams’ dedication to mentorship. “When you’re in a leadership role,” she says, “it’s your responsibility to make sure that you are providing mentorship and support to others.”

of Selma City Schools, she has made it her mission to put power back into the hands of the community. And just as Selma is more than a moment in American history, Williams is more than a moment in Selma’s history. As a force for equity, she’s created new systems, like the ALA, that will live on—even as her time in Selma comes to a close.

Positioning qualified people for success also brings Williams great joy. Thinking back on her proudest moments with the ALA, Williams tells us about a staff member who dreamed of becoming a principal. She’d applied a couple of times, but wasn’t hired—until she joined the ALA. Now, she’s a principal in the community where she herself went to school. “Seeing her sense of pride, seeing her family celebrating her as a principal—that brings me joy,” Williams says.

And she’s not stopping with Selma. Recently, Williams attended a graduation at AASA’s National Conference on Education. She noticed academies for aspiring female superintendents and aspiring Latino and Latina superintendents—but “nothing for Black people,” she tells us. “So I texted one of the directors, and I said: We need to do this.” After a couple of calls and Zoom meetings, she got the green light. Now, she’s working with AASA on implementing an academy for aspiring Black superintendents.

“I want to create a program that gives us the space to work on challenges and identify obstacles, but also get down to solutions,” Williams says. “How do we make sure that when decisions are being made about who’s going to sit on national boards or serve at the state or national level, we’re not only eligible, but the obvious choice?”

From the Ground Up Selma, Alabama, is more than a moment in American history. It’s a community with local issues, many of which stem from the same racism that brought marchers to the Edmund Pettus Bridge in the first place. Other issues are the direct result of tangled systems that proliferate poverty and gender gaps. They’re what have children hearing gunshots and women struggling to believe they could ever be qualified leaders.

And that’s exactly why Dr. Avis Williams is pushing back. Her leadership is a symbol of what happens when education is prioritized at every level and when people in power lift from the ground up. While working as the superintendent

At the beginning of the 2022-23 school year, Williams will be moving on in her own leadership journey to serve as the superintendent in New Orleans. For the first time in 181 years, NOLA Public Schools will have a woman serving as their permanent superintendent—and it’s someone who’s spent her entire career leading the charge for equity.

In a thank you message to the Selma community after announcing her departure, Williams said, “I could not be more elated and proud and grateful to have been able to lead this amazing work over the last five years.” Thanks to the ALA, Williams can move on knowing that Selma’s growing community of leaders will take up the reins and continue to write their own narrative. Our nation may be well acquainted with Selma’s past, but, thanks in no small part to Williams, it’s up to the people of Selma to decide their future.

Vehicles for Change Q&A with Tyler ISD’s Jennifer Hines When you ask Jennifer Hines what makes her proud to be the chief communications officer in Texas’ Tyler Independent School District, she has a list ready for you.

With nearly three years in the district, she has not only weathered an impossibly hard period of time for public education—she has thrived.

Teamwork is central to Hines’ work at Tyler ISD. Her communications team is responsible for weaving together the prevailing story of the district—and this means collaborating with multiple other teams, including human

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resources. Among her team’s recent successes is their bus driver recruitment drive, which went viral after successfully filling every bus driver position in the large, sprawling district.

Their drive didn’t go viral just because it worked—it was also creatively executed and challenged the narrative about what it means to be a bus driver in the first place. In an era where nearly every district is struggling to fill positions, we sat down with Hines to learn how recruitment and communications are often two sides of the same coin.

Q. How did you get into school communications?

A.

I graduated college as a broadcast journalism major from the University of Texas-Austin. My first job was as a reporter for KTXS in Abilene. I was a typical new reporter—I wanted to be the lead story every night at 10. On my first day, I covered a snowstorm that caused a power outage at a local elementary school.

That would be the first of many, many educationrelated stories for me. I always seemed to gravitate toward them—and toward the teamwork that is a natural part of the job.

One of my best moments was a two-part series about how the new football stadium in Waco was drawing more playoff games and, therefore, more revenue for that district. If Abilene ISD were to add turf to its stadium, it too could see the financial benefits of more playoff games. Our coverage was shared during the board meeting by the committee pushing for a better stadium. The motion passed!

The committee gave me a pin with my name on it as a thank you; I still keep it on my desk.

That was the first time I got to see how my reporting—and, by extension, storytelling—could directly impact education in my community. From there, I would continue to cover education stories in Austin, Corpus Christi, San Antonio, and Tyler.

When an opening came available at Tyler ISD, it was a natural fit. I have three kids in the district and had even emceed their Teacher of the Year banquets.

Two and a half years later, I couldn’t be happier.

Jennifer Hines

Many people think our job is all media releases and detailed campaigns, but my favorite (and I think the most important) part of the job is sharing the fun we have here. Our administration has done an incredible job of making sure our schools are fun places to attend or work. We get to share that!

There are so many tiny little stories happening in every corner of our district. We don’t have to limit our communications to just sharing important details and messages. It means a lot when we show that we are people, too. For example, last year when we had a few snow days, we took part in the fun by sharing pictures of students and staff. We even shared a meme about finding snow clothes in Texas!

Q. How has your communications

strategy helped you solve what is, right now, a huge problem for superintendents—recruiting bus drivers?

Q. How does teamwork make your communications department uniquely effective?

A.

My goal is to make sure we are cultivating connections with departments across the district.

We have recently restructured our team and now have someone whose job is split between human resources and communications. That person focuses on making sure we’re sharing our culture and jobs on LinkedIn and ensuring our HR team is fully supported for job fairs and other initiatives. We have seen a tremendous increase in the number of applicants since this change, and I think it’s a smart move given how competitive the job market is right now.

A.

We knew we wanted to run an effective recruitment campaign for our bus drivers. We wanted it to be memorable, so we knew it had to be unconventional and outside of the box. Because my team had been involved with the hiring campaign from the very beginning, we were able to put our heads together about how to do it in a way that expanded our reach.

After lots of Googling, thinking, and talking, we realized our buses were quite literally the vehicles to make this happen.

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We came up with cheeky bus slogans, which kicked off the conversation we wanted to have. They included sayings like “Transporting Tyler’s Precious Cargo: Kids,” “We Want You to Drive for the Kids of Tyler,” and “What Can Yellow Do For You?” It was so fun to write these slogans. Of course, many of them didn’t make the cut, but that’s how it goes! My favorite was “Parents Do This for Free; We’ll Pay You!”

Q. What was the initial response A.

Once we came up with the concept and put the slogans on all our buses, it was time to do our media campaign. One of the benefits of being the largest school district in our local TV market is that we got phenomenal coverage. They covered our campaign for months. The story perpetuated far past the initial launch, which was helpful for us since a hiring campaign is never a one-day event.

to your campaign?

Oh, it was so well received! We wanted to capture that sort of water cooler talk. We wanted people who wouldn’t even be interested in the job to notice and talk about it. Once we had the media push, even people who weren’t traditionally in our recruiting markets showed interest. In fact, someone who had just moved from California called us and said, Hey, I’m already a certified bus driver, and I saw your campaign! Tell me more!

Of course, a big part of our success was being able to offer the benefits that could keep people interested. And it worked! We have since filled every bus driver vacancy, which few schools can say right now. It was also fun to do it in a way that leaned into our community. We knew that our bus drivers were here—we just didn’t know how to reach them and help everyone understand how important the job is.

“Our community is loud and proud —we just have to make sure we give them creative tools for sharing how proud they are to work here.”

Photos courtesy of Tyler ISD

Q. What role did storytelling play A.

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in this campaign?

Our goal was not just to be cute—although our slogans were very cute—but also to challenge the narrative of what it means to be a bus driver. We wanted our community to understand that even if they hadn’t considered bus driving before, it could be a great fit for them and a way to give back to the community. A lot of our bus drivers have kids or

the broader picture of the district. Once you get your foot in the door and prove yourself valuable to their objectives, you start getting invited to more meetings. People begin to understand how collaborating with you will help them accomplish their own goals.

Making time to establish these connections also helps. We regularly send invites and have sweet treats to entice people out of their offices. People love to talk about what they’re working on, which creates opportunities to build natural collaboration.

There’s a lot to be said for small talk, believe it or not.

Q. How do you involve your grandkids in our district. Some are retirees. Others want more flexibility in their jobs. One guy, a retired executive, became a bus driver because he had always enjoyed being around children. Those are the stories we want to tell.

A lot of people don’t realize what being a bus driver entails. You’re not just in charge of transportation— you’re the first and last face a kid sees every day, an integral part of their school experience. In fact, our bus drivers are some of our students’ favorite people.

You have an opportunity to create relationships with the children and have a huge impact on their lives.

For people who want a job that is both meaningful and flexible, this is the perfect opportunity.

Q. A lot of your campaigns require

A.

close collaboration with other departments—what steps does your team take to pull that off?

A.

teachers and staff in communications?

We think hard about harnessing our staff as brand ambassadors. One of the most popular things we’ve done is give them large stickers as part of teacher appreciation. Our administrators do so much to make sure our teachers and staff are proud of working here, and it makes me so happy to see those stickers on water bottles, computers, and even used as bumper stickers on cars all over town. Our community is loud and proud—we just have to make sure we give them creative tools for sharing how proud they are to work here.

In the end, we’re all on the same team. It always makes me proud to show off how close-knit we are as a community. From our bus drivers to our teachers to our superintendent, we all love to rally around the vital work we do for the students of Tyler.

Working with other departments is part of our emphasis on teamwork. Making sure you have a seat at the table is all about relationships. But you also must be willing to make things happen on your own. You shouldn’t be afraid to ask for a seat at the table or to speak up when you have something to say. Meet with department heads, visit your schools, and talk to teachers and families. Know what is happening and offer your support.

It’s not enough for people just to know you, though.

They have to see what you do and how it fits into SPRING 2022

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Are millennial educators making it to the top?

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Anyone who has spent time in K-12 education leadership recently has probably noticed an elephant in the room at almost any summit or conference—increasingly high turnover at all levels. According to recent data by Education Resources Strategies, an education statistics firm, school superintendent turnover has already been high over the past decade—and it’s only getting higher. By March 2022, a record 26% of the nation’s largest school districts reported hiring a new superintendent in the previous two years.

All this shuffling at the top has led many in the field to wonder if hiring or promoting new administrators will become even more difficult, similar to what is already happening with teachers. After all, teacher recruitment and retention were problems long before the pandemic, and there are signs that it may only get harder as more and more classroom positions remain vacant.

While it may seem like this problem will eventually trickle down—or trickle up—to education leadership, our recent research study shows that this may not be the case at all. While popular thinking has characterized leadership recruitment issues as a dried-up well, it seems more likely that potential leaders are getting lost in a maze of confused communication and inconsistent support.

In February 2022, we surveyed over 2,000 millennial teachers concerning their attitudes toward joining school leadership at all levels and their perceptions of the pathways that will help them get there. What we learned from analyzing the data and comments from our respondents is this: Interest in moving into leadership p ositions is astoun dingly high am ong millennial teachers. In fact, your next school leaders could be right in front of you.

Where are the future supers?

Let’s talk a bit about our research study. In surveying millennial teachers, we wanted to answer a few questions.

First, how do these educators, many of whom are now seasoned professionals, feel about moving into leadership positions? Secondly, are there supports in place— leadership pipelines, mentorship programs, or even casual administrative support—to ensure that this transition happens? Finally, what impact could this new generation have on the demographics of school leadership as they assume power?

You might be wondering why we chose to focus our efforts on millennials. In some ways, we designed this study to be a follow-up to our 2019 study, “What Do Millennial Teachers Want?” As many millennials are now in their 30s and 40s, they are no longer rising young professionals; at their current ages and experience levels, they’re much more likely to be ready for leadership.

While recruiting millennials remains a concern for education leaders, retention is just as important— because without them, where will your next generation of leaders come from? Given that millennials are unlikely to stay in districts where they don’t see a path forward for their careers, leadership opportunities are an absolute necessity for retaining millennial teachers.

When we began our study, our team wondered if the intense nature of current K-12 education leadership might result in a diminished number of aspiring leaders. After all, administrators from principals to state superintendents have spent the last two years serving as the spokespeople for increasingly contentious decisions.

Notes on our research: When we refer to leadership in this survey, we are specifically referring to K-12 administrator positions, either at the building level or at the district level.

We acknowledge and celebrate that classroom teachers often lead from the seats they’re in, but for this survey, we are referring to school administrators such as principals, assistant principals, district leadership of any kind, curriculum coordinators, and equivalents—but not lead teachers, counselors, or coaches.

A leadership pipeline was defined in our survey as a formal program that identifies, builds, and supports top talent within a district with the purpose of promoting internal hires into administrative positions. Similarly, a mentor was defined as a colleague who often has more experience in the field and helps support professional growth.

In our research, we define millennials as anyone born between 1980-1995.

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What we found, though, was that millennial educators— especially those with more than a year of experience in the classroom—continue to show interest in becoming leaders. In our first study of millennials in 2019, we found that one of the top five qualities millennials desired in new teaching opportunities was the potential to rise through the ranks. Our new data suggests that this continues to be true.

Respondents were asked, Are you interested in moving into school administration? The vast majority of survey participants—over 73%—said that they were either “very” or “somewhat” interested.

What this means is that for every four teachers, three are interested in some kind of leadership. But how high do they want to go? To find out, we asked respondents who were interested in leadership, What is the highest level of administration you aspire to reach in your career?

The most popular answers were district-level leadership other than the superintendency (36%) and building-level leadership (35%). It is worth noting, though, that nearly one in five interested educators said they aspired to the superintendency itself (Figure 1).

Generally speaking, our respondents were interested in moving into leadership regardless of how long they had been in the classroom, although this interest did wane somewhat over time. A staggering 76% of new educators— teachers with fewer than two years of experience—were interested in a future administrative position. This number decreased only very slightly in educators with three to five years of experience; 75% of these educators expressed interest in moving into leadership. Teachers with more experience were generally less interested in leadership.

Even still, 34% of seasoned educators with more than 15 years of experience reported that they were “very interested” in moving into administration.

Our survey was clear—teachers at all levels of their careers are interested in leadership. Furthermore, 67% of our survey respondents said they would rather pursue a leadership position in their current district than move to another—so those interested are likely already in your buildings. If you listen to these emerging leaders and provide the support they need to make it, the search for your next generation of administrators could be a natural passing of the torch, instead of a frantic national search for the right candidates.

The key, of course, is retaining your future leaders until you’re ready for them to move into positions of power.

Figure 1

What is the highest level of administration you'd hope to reach in your career?

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Building-Level Administration District-Level Administration (not Superintendency) 18

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District Superintendent or Equivalent

State or Association-Level Leadership

Your leaders are right in front of you.

Figure 2

If your leaders are already in your buildings, how do you make sure they end up in positions of power when the time is right? The answer is complex, but, according to our study, there are two places to start: leadership pipelines and formal mentorship programs.

Does your district have an established leadership pipeline or a robust process for identifying future administrators?

Yes 71.61%

In our survey, we asked respondents three questions around these topics:

• Does your district have an established leadership pipeline or a robust process for identifying future administrators?

• Does your district have an established mentorship program with assigned mentors, aside from those intended for novice teachers?

• In your experience, is mentorship (either informal teacher relationships or formal programs) in your district an effective tool for teacher growth?

In general, responses were very positive. Over 70% of respondents reported the presence of some form of leadership pipeline in their districts (Figure 2). Additionally, the vast majority (65%) of educators reported that their districts have some kind of formal mentorship program that includes all educators. Mentorship was viewed favorably by our survey participants, even though roughly a quarter of districts do not have formal mentorship programs.

Overall, 73% of respondents expressed that mentorship, in general, was used effectively in their districts, regardless of whether or not they had formal mentorship support. It would seem that even when there are no official assignments or programs, mentorship is still a crucial building block of teacher development.

What does this mean for you and your district? First, you must be prepared to use these tools—leadership pipelines and mentorship—to your advantage. If you’re among the 66% of districts that have a leadership pipeline in place,

No 16.67%

I’m not sure.

11.72%

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you’re on the right track. If you’re in the third of districts that don’t, this should be your first step.

Building a leadership pipeline may seem intimidating if you’ve never had anything like it in place, but plenty of districts have laid the groundwork for you. In fact, the Wallace Foundation, an educational philanthropy group based in New York, published a guide in November 2021 for building leadership pipelines titled “Principal Leadership in a Virtual Environment.”

It details not only how to build a sustainable pipeline, but also how to use federal funding to do so. This guide can be found on AASA’s website under the Wallace Foundation Resources tab.

Mentorship, on the other hand, is probably happening within your district—either officially or unofficially— whether formal programmatic support exists or not. Collaborative relationships among teachers mean that mentorship, including peer mentorship, happens naturally as teachers work together to hone their craft. It is up to you, however, to take these relationships to that next level. As has been demonstrated by previous research, mentorship of all kinds can be a critical component of teacher success and support, especially among people of color.

We won’t be going in-depth into building mentorship programs, but there are plenty of strong resources out there, such as AASA’s “Six Steps to an Effective Mentorship Program.” While most districts have some kind of mentoring program for new teachers, research shows that teachers at all levels benefit from mentorship. Just like quality classroom teaching, a strong mentor-mentee relationship fosters learning on both sides.

Leadership pipelines, on the other hand, can’t exist without institutional support. Although these pipelines aren’t inherently expensive, they often require a lift that can only happen at the executive level—and that starts with you.

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Lost in the Maze If your future leaders are already in your district, then where are they? We initially wondered if leadership positions weren’t being communicated internally, but it seems this isn’t the case. We asked respondents, When there are administrative openings, are those positions and their requirements clearly communicated to current staff districtwide? About 78% of those surveyed said that their districts communicated new administrative openings either “very clearly” or “somewhat clearly,” which is definitely a step in the right direction (Figure 3). But communicating the availability of these positions is not enough; you must also provide the support necessary to prepare your educators for that next step in their careers.

This is especially true if you are aiming to increase diversity within your district. Research shows that women are more likely than men to view themselves as unqualified for positions that they are, in fact, qualified for. Similarly, people of color are less likely to be hired for jobs that they interview for compared to their white peers, regardless of their other qualifications.

Doing this outreach on your part by personally identifying a diverse group of educators with leadership potential is one way to ensure that your pipeline is both accessible and welcoming to everyone. Inclusivity is an active process; you cannot make positions accessible without addressing your own system’s inherent barriers. Building a leadership pipeline that works to correct for any institutional biases is one way to make this happen.

Millennial educators want (more) opportunities.

If you’re recruiting experienced teachers right now, you are likely still recruiting millennials, even as the first Gen Z teachers begin to join the workforce. As we know from our previous research in 2019, opportunities for career advancement are vital to millennials searching for their next position. If seasoned teachers are leaving your district for others, chances are that they didn’t feel as if they had adequate opportunities for advancement. Additionally, some research suggests that the presence of teacherleadership pipelines increases retention and even the overall quality of a district’s instruction.

Of course, knowing that three-quarters of your teachers are interested in leadership doesn’t mean that all of those teachers will—or even want to—leave the classroom. It’s up to you to find out what drives interested educators to seek out leadership. Is it recognition? A desire for higher compensation? Or is it something more complex, like a drive to hone their craft or to build upon the leadership skills they’ve gained in their years in the classroom?

Understanding this why often means building variations into your leadership pipeline that provide opportunities for everyone—supporting both teachers who want to become administrators and those who simply want to grow. For the latter group, consider options that push them to become true master educators, such as pursuing National Board Certification or taking advantage of teacher leadership programs associated with local universities.

Varying your leadership opportunities can benefit your district’s efforts in both recruitment and retention. Wes

Watts, superintendent at West Baton Rouge Parish Schools in Louisiana, has helped spearhead the implementation of a leadership pipeline program with two differentiated cohorts: LEAD West and TEACH West.

While both paths focus on leadership development, LEAD West targets educators who want to eventually move into some kind of administrative or instructional leadership role, while TEACH West supports those working toward true pedagogical mastery.

Barbara Burke, Director of Human Resources and Staff Development at West Baton Rouge, has helped design both programs. “We realized after our first cohort that we needed to support all of our staff, not just those who want to leave the classroom,” Burke explains. With support from Associated Professional Educators of Louisiana (A+PEL) and Louisiana State University’s School of Education, both cohorts include one-on-one leadership coaching, ensuring that everyone is supported as they grow into the next stage of their careers.

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Watts and Burke say the program has already had an enormous impact on their district—even though they are just now closing out their second cohort. “We are already having people move into leadership roles that we would have previously had to search or do principal recommendation for, including our newest Career and Technical Education Coordinator,” Burke explains.

Do they know you have a pipeline?

It is not enough just to have a leadership pipeline—every single staff member has to know about it, from first-year teachers to veterans inching toward retirement. It doesn’t help your district if you are hyperfocused on, say, first and second-year teachers. While you want these educators to be engaged and excited as they launch their careers in the classroom, you also want to involve more seasoned staff.

Our research shows surprising differences in awareness of leadership pipelines depending on tenure. While knowledge of leadership pipelines generally increased among more experienced educators, it peaked with teachers who had been in the classroom for 6-10 years and dropped after that. Only 60% of those who have been teaching for more than 15 years said they knew of leadership pipelines in their districts (Figure 4).

We also asked teachers, Have you ever been personally encouraged by an administrator to pursue an administrative position? Teachers with 6-10 years of experience were most likely to report being approached by their administrators (69%). This makes sense given that these teachers may be far enough along in their careers to be ready for a career change. Unfortunately this figure, too, drops off for teachers who have taught for longer.

What does it mean that more seasoned educators are most unaware of—or even overlooked by—leadership pipelines?

As we reviewed this data, it reminded us of findings from our Winter 2022 research study, “Who Speaks For Your Brand?” In that survey, we found that the longer an educator had been working in a district, the less valued they felt by their administrators (Figure 5). While these findings about more experienced teachers could be unrelated, it is striking to consider that some of the most seasoned educators in your buildings could also be the most disaffected.

Disengaged teachers with low morale are unlikely to go looking for additional responsibilities—even if their wealth of experience means that they are uniquely qualified for the job. After all, they’re just trying to survive and avoid burnout. This is especially troubling as those same veteran

Figure 4

Percentage of teachers aware of leadership pipelines in their districts, by tenure

This is my first year

1-2 years

3-5 years

6-10 years

11-15 years

More than 15 years 0%

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educators, millennials or not, are the teachers you likely rely on to set academic and cultural norms for new hires.

Once you have an established pipeline, you need to do the work to make sure that your pipeline is an enriching experience for everyone—not just more work. West Baton Rouge, for example, supported their leadership cohort by paying an hourly stipend for after-hours meetings. This could also look like offering teachers in leadership pipelines additional planning time to collaborate with their cohorts. As you know, teachers already struggle to find enough hours in the day.

Leadership pipelines should help alleviate burnout, not present additional expectations for a tired but passionate teacher.

Millennials may fear the downsides of education administration.

Even respondents who were interested in becoming administrators still had their reservations about leaving the classroom. We asked interested teachers, What appeals to you about an administrative position? Do you find anything about school leadership unappealing? Their answers revealed many threads of apprehension, including an unwillingness to leave behind daily interactions with children and legitimate fears of being held accountable for student testing data or other factors that may feel out of their individual control. Dozens of respondents also reported disinterest in interacting with families and other potentially tedious or difficult aspects of the job.

Similarly, we asked those who expressed disinterest in leadership, What do you find unappealing about moving into an administrative position? Is there anything about school administration that you WOULD find appealing?

Some of these comments suggested how the current political climate could be impacting internal perceptions of education leadership. “I enjoy my content area and guiding young scholars,” one respondent reported. “I am not and never have been interested in an administrative position because of the politics involved.”

Some educators surveyed also worried that being an administrator would mean more work altogether. “ Being within an administrative position requires more hours as well as dedication,” wrote one participant. “You are responsible

Figure 5

Agree or disagree: I feel those above me in my district value my work, by tenure 100%

Agree

Neither agree nor disagree

Disagree

90% 80% 70% 60% 50% 40% 30% 20% 10% 0% This is 1-2 my first years year

3-5 years

6-10 years

11-15 years

16-20 20-plus years years

for a lot of people. It’s important that you are on top of things when it comes to your staff and students.” Another respondent echoed this concern, as well as the expectation that administrators must always be accessible. “I need time off the clock and time spent with my family,” they wrote. “I have family members who were school administrators at all levels, and they were constantly interrupted by phone calls and emails. I want separate work and home lives.”

While superintendents’ responsibilities vary by district and broad national change seems unlikely, the industry seems to be inching toward becoming more family-friendly as school boards are forced to work harder to recruit candidates.

Recent contracts for superintendents have made local news for including more paid leave, opportunities for remote work, and even substantial periods of sabbatical leave—all of which were practically unheard of prior to the pandemic.

Will this be leveraged for meaningful change? It is uncertain, but there is hope that this progress will continue as the nature of work evolves, not just in American classrooms, but in the country as a whole.

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Current paths to the superintendency are inequitable.

When we set out to do our research, we wondered how the gender and race makeup of an emerging generation of leaders compared to recent research presented in the 2020 American Superintendent Decennial Study. While AASA’s data has consistently shown slow and steady progress toward education leadership’s increased diversity—there are more women and people of color in the superintendency now than ever before—our data showed that there is still work to be done to keep this progress moving forward.

Although the millennial educators in our study were generally very diverse, we saw evidence that men continue to be overrepresented in education leadership. When we asked respondents whether they’d ever been personally encouraged by an administrator to pursue an administrative position, men and women answered very differently.

While 76% of male educators reported that they had been approached regarding their leadership potential, only 57% of women said the same. This is especially troubling given that nearly 76% of teachers are women, something that is not reflected in the gender makeup of education leadership nationwide (Figure 6).

The causes of this disparity are difficult to solve without deep, systemic change. However, formal programs like leadership pipelines address the first barrier toward more equitable representation: access to those in power and an understanding of how to become a person in power.

While implicit bias is impossible to avoid on an individual level, this doesn’t have to be true of systems, especially when they are designed with equity in mind. Without a formal pipeline in place, it may not be obvious if women are being encouraged toward leadership less often than men.

That disparity will be much more apparent if your upcoming leadership cohort is mostly white men.

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What happens if nothing changes?

Maybe you’re in a rural district with few resources and even fewer leadership opportunities. Maybe you’re in a large, sprawling district where individual campuses hire and recruit their own leaders. There are many reasons a district might lack a leadership pipeline, but in order to recruit and retain high-quality teachers and leaders, you can’t let those reasons stop you. If your district is one of the 30% that respondents report may not have leadership pipelines, your next move is to make that happen, no matter your circumstances.

The research is clear: There’s heartening potential for a huge shift in what education leadership looks like in the United States. But there is also reason to fear that this shift might not happen at all. In many parts of the country, teachers are burning out faster than they can be certified, even given increasingly innovative alternative certification programs.

A strong district needs to have strong leadership at all levels, from the classroom to the district office. It is your charge, as superintendent, to create an environment in which all kinds of leadership can flourish. If your district is a great place to work where personal and professional growth is prioritized, it will likely be able to thrive no matter the national climate.

ON THE GRID Why your district needs Instagram—and how it can help you stand out from the crowd

W

hen Instagram first launched in 2010, it established itself as a place for selfies, food photography, and cute cat pictures—but

now, it has grown into one of the most important social media platforms for branding and marketing. People go to Instagram to find the brands they want to connect with, buy from, and even work for. In recent years, it’s become a mega-hub for community building, amassing more than one billion average monthly users and counting.

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Unlike Facebook or TikTok, the power of Instagram lies in its ability to attract everyone, from baby boomers to Gen Z. About 68% of moms check Instagram daily, and nearly half of dads use the platform weekly. Your students are on the app, too: 65% of Gen Zers check Instagram every single day.

Even a striking 82% of teachers are on Instagram, checking their feeds for an average of at least 15 minutes each day.

This universal appeal makes Instagram perhaps the most important platform for your district’s social media strategy.

After all, everyone you need to reach is there.

If you want to share your unique story with every corner of your community, having a district Instagram presence is a crucial first step. But, of course, getting in front of your audience isn’t enough. You have to break through the noise and capture their attention. Luckily, with features like Stories, Reels, and more, the platform makes authentic storytelling easy. Whether you’re just starting out on Instagram or looking for fresh new strategies for your district, we’re here to help you make the most of this community-building juggernaut.

Done well, your official Instagram profile can offer an immediate snapshot of your district’s personality, values, and culture.

Tell your story.

Unlike other social media platforms, Instagram is uniquely suited to visually tell your district’s story. The human brain processes visual information 60,000 times faster than text—which makes Instagram the best option for quickly connecting your community to the heart of your schools. Done well, your official Instagram profile can offer an immediate snapshot of your district’s personality, values, and culture.

The layout of your profile, or your grid, plays a key part in this. Your grid is like a picture book—you don’t even need to read the captions to get a sense of your district’s values and culture. Bios and captions are just the icing on the cake. Your Instagram profile condenses your identity into a small space, making it easy for your community to see who you are.

But how do you showcase your school culture visually? The key is to focus on authenticity. Your audience—whether it’s parents, students, or even prospective teachers—wants to know what’s really going on inside your schools. That’s what your content needs to show them.

@hawaiiprep

What does that look like in practice? Well, think of the moments in your schools that make you smile. It’s usually the small ones: a good morning greeting from a bus driver, an encouraging conversation between a student and teacher, or a coach beaming with pride after a game. The best Instagram posts take those invisible things—seemingly small moments your community might not witness—and make them visible.

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Take this post from Oklahoma’s Jenks Public Schools, for example (right). Like many Instagram posts, this one is highlighting an event: a high school theatre troupe performing for elementary students. But it’s the specific moments captured in these photos—the older students’ call for applause, the younger kids cracking up—that make the post captivating. Where some districts might have posted a group shot and explained the event in a caption, Jenks puts you right in the room with the students. That’s authenticity.

Of course, as a school leader, you can’t be everywhere at once—so empower others to capture content all over your district. In fact, those closest to the action are often your most authentic storytellers.

This is especially true when it comes to recruitment. When you empower your employees to share the moments they’re capturing with your social media team, you let prospective staff see your schools from the vantage point of those who know it best. Try giving teachers control of your Instagram account every once in a while. These “teacher takeovers” give your followers a look at a typical day in your schools, up close and personal.

Because it’s so visual, Instagram lets your audience do more than just read about your district’s values and day-to-day practices. Instead, they can take a peek behind the curtain, getting a real sense of your schools for themselves.

@jenksps

Take advantage of the tools.

Unlike other social media channels, Instagram gives you many different avenues for content creation. You can reach your audience in your Feed through a standard post, or engage with them through Stories. For events or big announcements, you can even go live and interact directly with your audience through the comments section.

STORIES

The possibilities for storytelling on Instagram are endless— but where should you begin? Here, we’ll focus on three features: Carousels, Stories, and Reels.

REELS

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CAROUSELS

Increase engagement with Carousels.

The first tool in your Instagram toolbelt is the Carousel: a series of up to 10 photos in one swipeable Instagram post.

Carousels are powerful because they allow you to tell a larger story. With room for several images to work with, it’s easier to build a compelling narrative.

Capture Stories like a journalist.

Look at this Carousel from Texas’ Tyler ISD (below). Even without the caption, the story—an elementary school ice cream celebration—is clear. We get to see the entire day play out: cartons of ice cream being delivered, excited teachers picking them up, and happy kiddos digging in. Several small, authentic moments build to create a full story.

Instagram Stories are short posts—videos, graphics, or simple text—that disappear from your profile after 24 hours.

Stories make it easy to share content in real time. Because they are usually less edited than other Instagram content, they have a raw and transparent quality, lending your brand that all-important authenticity. They make the viewer feel like they’re not just seeing the brand—they’re experiencing it.

@tylerisd Carousels also call your audience to engage with your content. On a Carousel, you don’t just scroll past; you have to actively participate with the brand by swiping to see the next image. And once you start, you’ll swipe until you see the last photo.

This built-in desire to finish what we’ve started is a psychological phenomenon known as the Zeigarnik Effect.

It may be the reason why Carousels perform better than other forms of Instagram content in terms of engagement. In one study, Social Insider found that Carousels score higher engagement rates (1.92%) than single-image posts (1.74%) and video posts (1.45%). Long story short, if one of your Instagram goals is to increase engagement rates, Carousels are an optimal feature to explore.

Luckily, Stories also require little to no preparation ahead of time. All you have to do is pull out your phone, capture the moment, and share with all of your followers—instantly.

You can also save and group your Stories into collections called Highlights, which will appear at the very top of your profile. This is a great place to emphasize the content you most want your audience to see. For example, you might build a Highlight collecting all the Stories that relate to your core values. Other Highlights might introduce your district’s administrators or cover annual events like Teacher Appreciation Day. Since they’re at the top of your profile, your Highlights section may well be the first content a newcomer to your district’s page sees. Whatever you decide to include in your Highlights, be sure it’s tied back to your district’s overarching brand. By presenting the best parts of your schools with authenticity, you can make a case for why students, families, and even new teachers should choose your district.

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Expand your reach with Reels.

As TikTok grew in popularity, Instagram responded with Reels: a feature that allows users to create short-form videos and apply special effects like music and filters. Because of the effects component, Reels tend to look and feel more polished than Stories. They also enable you to show your audience who you are through engaging video, rather than just telling them.

Let’s look at an example (top right). Because the U.S. Army Base at Fort Hood falls within its boundaries, Texas’ Killeen ISD serves many military families. It’s a huge part of their culture. And with just a single Reel—a touching reunion between a military father and his daughter—the district communicates their concern for this part of their population.

Unlike Stories, Reels remain on your Instagram profile permanently in their own tab. But depending on the content and quality of your post, your Reel could also show up in users’ Explore feed—even if they don’t follow you. We won’t get into the nitty gritty of the algorithm, but basically, if a user has interacted with your Instagram content (or content like it), Instagram is more likely to feed them your Reels.

@killeen_isd

For this reason, Reels also have the potential to boost your content’s reach. Killeen ISD’s Reel, for example, has been viewed more than 11,000 times—even though the district’s Instagram account only has about 4,000 followers. And lest you think only sentimental stories get views, check out this Reel from Washington’s Sunnyside School District 201 (bottom right). It’s simple: The camera pans up to show the district’s new football stadium under the Friday night lights, while a catchy song plays in the background. But that fivesecond video has garnered 9,700 views—about 12 times the district’s number of Instagram followers.

Your story is constantly evolving, so your approach to Instagram should, too. @sunnysideschools201 30

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Think outside the box.

Instagram offers limitless opportunities to authentically showcase your school’s culture, values, and people. But don’t box yourself into one Instagram strategy. Your story is constantly evolving, so your approach to Instagram should, too. Keep experimenting with new strategies, trying out new types of content, or even using features we haven’t mentioned in this guide.

Remember, staying genuine is more important than getting the most views or likes. After all, authenticity comes with an added benefit: Your district’s content ends up looking different than anyone else’s. Anybody can post a graphic announcing a snow day or a group shot of a championship team—but no one else can showcase the special moments that make your schools unique. In a sea of content, your stories will make the biggest waves. @jenksps

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Changing of the Guard

A Short Guide to Leadership Transition

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rom curriculum changes to new technology to crisis management, schools are in constant flux.

But there’s no shift as potentially impactful as saying goodbye to one leader and welcoming a new one.

According to data from education consulting firm EAB, more than one-third of experienced superintendents (those with six or more years of tenure) are planning to retire in the next two to three years. That means over 2,000 school districts will soon be experiencing leadership transitions—and that doesn’t even include districts whose superintendents are simply relocating or changing fields altogether.

Manage stakeholder emotions.

With this impending mass exodus of school leaders— and the subsequent influx of new ones—now is a perfect time to consider how a superintendent transition canstrengthen your school brand and set your students up for future success.

Showing grace and understanding is a great way to uplift and support the students and families you’ve been serving. “This is such a human business,” says Michael Collins, former school board member and president of Ray & Associates. “We’re not talking about products—we’re talking about kids and serving the whole child.”

The key word here is “transition.” In Managing Transitions: Making The Most Of Change, author and consultant William Bridges points out the difference between change and transition. “Change is the external event or situation that takes place,” he writes. Conversely, he defines “transition” as the inner psychological process people go through as they internalize change. “Change is the WHAT. Transition is the HOW,” he adds. “Change will only be successful if leaders and organizations address the transition that people experience during change.”

Change may be the law of life, but it can be understandably scary for a community that has put its trust in one leader for a long period of time. When it comes to change in leadership, it is paramount that every stakeholder in the district knows they are being heard. Guiding your community through leadership transition will earn your district the trust, support, and advocacy vital for a thriving school system. Ultimately, it’s about setting your district up for future success— whether you’re getting ready to leave or you’re just about to take the helm.

Peaceful Irrelevance: Leaving a District Whether you’re moving on to a new opportunity or simply retiring, leaving a school system is a big event—not just for you, but for your entire community. You’ll want to communicate your exit transparently and put your successor and staff on a path toward success.

It’s important to go into leadership transition with both an open mind and a sense of grace. From families to teachers to bus drivers, everyone has felt the emotional brunt of COVID-19, so easing your community through a potentially emotional transition is vital. “Between the pandemic and current politics, it’s a scary time to be in education,” says Molly Schwarzhoff, executive vice president of leadership search firm Ray & Associates. “People are fatigued and overwhelmed,” she adds, “and I think when you bring in a new leader, people are going to get passionate about it.”

Rebecca Tennille, co-founder of JPJ Consulting, has a background in journalism and political campaigning. With that comes a breadth of experience helping communities deal with leadership change. “Transitions can be triggering, and they can be exciting,” she says. “They can be a little sad and a little tricky, so grace is going to be important.”

As you’re planning your exit, talk to your staff. Talk to the families sending their kids to your schools. Make sure everyone knows that the district will continue to care about their children as it evolves under new leadership.

Keep a healthy distance.

Leaving any job takes an emotional toll, but transitioning out of a superintendency comes with its own set of personal and professional land mines. You’re not only leaving a position where you’ve built long-term trust with your team; you’re also leaving a community that you’ve listened to, learned from, and loved.

“Transition involves loss, so you have to work through a process to mentally understand where you’ve been and where you’ll be,” says Dr. Howard Carlson, who served as superintendent of Arizona’s Wickenburg School District for 11 years. “And it requires time,” he adds. “To better serve their districts as they’re leaving, superintendents need to understand the emotional component.”

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Elementary School District for 20 years. “A big part of successfully making the transition into retirement or into another district is managing your emotions.”

Both retired superintendents offer advice on how to strike a healthy balance between helpfulness and irrelevance— knowing when it’s appropriate to help out and when it’s time to step back. “There’s no guide for this,” Carlson says. “In the worst cases, an outgoing superintendent will continue to try to be involved behind the scenes—talking to board members and others in the district. I think this is ultimately about a loss of relevance and how a person deals with that loss.”

Part of dealing with this loss of relevance is knowing the appropriate distance to keep from your district and its new leader. Your willingness to accept change also has a huge impact on the school community you’re leaving. “They’re used to looking to you for advice and for your thoughts,” Carlson says. “So you need to go through a process where people start to separate you from the district and understand that there is going to be a new normal for them.”

Change is inevitable, so modeling your acceptance of that change can help ease your community through the transition to a new leader. “Have the humility to recognize that a successor is going to come in and bring change,” says Davidson. “In many cases, that’s just what the district needs. Don’t stand in the way of that.”

Passing the Torch When retired superintendents Carlson and Davidson set out to research the superintendency, they focused on one question: To what extent do successor superintendents see their predecessors as helpful? Their findings were published in the Winter 2021 issue of AASA’s Journal of Scholarship and Practice. “We invited superintendents from four states to respond to a survey,” Davidson explains. “One of our principal findings was that most successor superintendents don’t find their predecessors particularly helpful.”

They found that retiring superintendents were most helpful, while those who’d been asked to resign or whose contracts hadn’t been renewed were, predictably, least helpful.

“One in five of our respondents rated their predecessors as zero, meaning they weren’t helpful at all,” Davidson says.

But should outgoing superintendents be responsible for helping their successors? Carlson thinks so. “It’s a tremendous disruption to a district when you don’t have a smooth 36

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transition,” he says. “The position impacts the whole community. If it doesn’t go well, it can cause a number of different problems. A smooth transition clearly accelerates a successor’s ability to be effective.”

Not only does helping your replacement benefit their future work and the district as a whole, but it also builds on and enhances the progress you’ve made. “It can help to ensure that successful initiatives are continued and that there’s ongoing support for the new leader,” Davidson tells us. “It can also mean that you’re creating space and permission for your successor to bring in their own new ideas and initiatives—and that’s essential.”

Maybe the most significant way to support your successor is to help establish a district transition team to ease their entrance into the role. “It’s important for departing superintendents to create a team of stakeholders representing the whole district,” Davidson says. You aren’t just helping the new superintendent start off strong; you’re helping the entire district move forward. “This can also help the board understand what key issues and challenges they need to be prepared to address in the coming years,” he adds.

A Smooth (Strategic) Transition If you’re on the other side of the coin—just entering a new school district as superintendent—it’s hard to resist putting your own stamp on things right away. But nearly every person we talked to about leadership transitions shared a similar warning: Don’t start changing things as soon as you take over.

It all goes back to change versus transition. Change happens to us; transition happens with us. You need all the trust and support you can get from your new families, students, staff, and teachers, so think twice before throwing out all the systems they’re comfortable with too quickly.

You’ll need their buy-in to fully realize your vision for the district, and sometimes that means setting your ego aside and working with your stakeholders to strategically shift from old ways to new ones.

Libby Roof, chief communications officer for Richland School District Two in South Carolina, highlights the importance of working with your predecessor and respecting their impact on the district. “I do think it’s important to have discussions with the prior superintendent,” she says. “Recognizing that the school district has a legacy gives you a place to build from and discover where your voice and vision fit into that legacy. Then you can take the district in its next direction.”

Roof’s district took quite a unique—and effective— approach to their last leadership transition. Their plan required intense collaboration between the outgoing and incoming leaders.“They wanted a transition year,” Roof tells us. “So Dr. Debbie Hamm planned to retire at the end of the 2016-17 school year and announced that thenassistant superintendent Dr. Baron Davis was now the superintendent-elect.” Davis would spend that next year transitioning into Hamm’s role as she transitioned into retirement.

“Basically, for the first third of the school year, Davis shadowed Dr. Hamm as she was making all the decisions,” Roof explains. “Then, over the next third of the year, they made decisions together.” During the last third of their transition year, Hamm took a back seat and let Davis make the calls, providing guidance and support when he needed it. “It made my job really easy,” Roof adds. “There was no confusion because we were communicating it out to our employees and families. If there was an event, Dr.

Photo courtesy of Richland School District Two Dr. Debbie Hamm and Dr. Baron Davis worked closely to communicate their transition.

Hamm would speak first and then introduce Dr. Davis. We always made sure the transition was explained explicitly and directly. It helped that they were both so committed to working together for a smooth and seamless transition.”

Sudden Impact: Entering a New District Starting a new job can be overwhelming for anyone, but when the position involves running one of the largest employers and service providers in a community, the stakes are a bit higher. Whether you’re starting your first superintendency or moving into a new district, you can’t just hope things will run smoothly. You need a plan, and you need to communicate it with care.

Build purposeful relationships.

It’s been said time and time again, but it always bears repeating: Before you can effectively lead any school district, you must get to know your community of stakeholders. “You have to understand what is going on in the district before you move forward,” Carlson tells us. “Be purposeful in determining who you’re going to meet with and how you’re going to gather information. I always suggest having a list of community leaders and others in the district.”

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After you’ve decided what you want to say to your new community, it’s time to consider where you need to be saying it.

All the best-laid plans in the world won’t mean much if your stakeholders aren’t receiving your message. So be sure you’re working with your communications team and taking advantage of every avenue your district has for messaging.

“Whether it’s an app or an old-school email list, you want to hit different channels,” Tennille advises. “No matter how much we think we’re communicating, there’s always somebody out there who isn’t checking their email or reading the newspaper.” Your community wants to hear from you, especially when they’re going through change, so don’t be afraid to reach out in as many ways as possible. community, listen to as many stakeholders as possible,” says Davidson. Communicating your intentions and vision for the district requires first having a deep understanding of your different audiences. “When we talk about listening tours, people tend to just think about the public,’’ says Collins. “They don’t always think about doing that internally.”

Many of your closest stakeholders work in your school buildings, so get to know them and the community at large.

Keeping everyone’s concerns and hopes for the district in mind won’t just make you a stronger leader; it’ll communicate to everyone that you’re there for the right reasons.

Over-communicate.

“Some people are going to get passionate about their kids, so I’m always big on boards and superintendents almost over-communicating,” says Schwarzhoff. “They want to know who is going to be leading their teachers. And those teachers need to know who you are, too. If you don’t have teacher buy-in, you’re in big trouble.”

The more you tell your new stakeholders about yourself, the better. After all, you’re asking them to trust you with their children and their careers, so being as personal as possible right out of the gate helps your community build confidence in you as a leader. Most districts post a bio of their superintendent online, which is a great opportunity to show stakeholders who you really are. “I encourage superintendents to have family dynamics in their bios,” Schwarzhoff says. “Do you have kids? How old are they?

What do you and your spouse like to do in your free time?

People are always craving to be in the know.”

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Goodbyes and Hellos Saying goodbye is complicated. But if you’re retiring or moving on, having an open mind and a transparent exit strategy will benefit not just you, but all those you’ve worked so hard to serve. Leaving the right way can set your district and its new superintendent up for success—and solidify your legacy as an effective leader.

For those of you taking on new superintendencies, try to see the transition from the district’s point of view. New leadership is an excellent opportunity to bring a community together and reinforce a school system’s strengths and vision. As you work with your predecessor and transition team to assume your new role, keep those you’re serving top of mind and heart. This will help you start your new journey on the highest note possible, pointing your community toward progress and growth.

The Millennial Superintendent Perspectives Dr. Andy Crozier

During the first week of my first superintendency back in 2011, a local newspaper ran the following headline: “Andrew CSD Hires 28-Year-Old Superintendent.” It was difficult not to worry that this would damage my credibility. We’ve all heard the stereotypes about millennials, so I couldn’t help but wonder if my new staff immediately imagined a narcissistic, social network-loving, job-hopping, spoiled brat taking the helm. Were they concerned about the future of their district under the leadership of someone so young?

As a millennial, I was becoming the leader of a district where many of the teachers and staff had more educational experience than I did. But as more and more baby boomer superintendents retire in the next few years, the number of millennial superintendents will only keep growing.

There are so many pervasive misconceptions surrounding millennials. Joel Stein’s infamous 2013 Time Magazine piece described millennials as “lazy, entitled narcissists.”

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Christopher Ingraham titled “Five Really Good Reasons to Hate Millennials.” Even though the research doesn’t support the negative stereotypes associated with my generation, I think it’s safe to say millennial superintendents are strikingly different from the school leaders who’ve preceded them. So what does this actually mean for the state of the superintendency?

The current mass exodus of baby boomers is impacting the entire workforce, and the superintendency is not immune.

States across the country are seeing a sharp increase in superintendent turnover. Many school leaders are likely exhausted from COVID-19 decisions, arguments over curriculum materials, and other challenges. And since most boomers are eligible for retirement and have a pathway to less stressful lives, millennials are going to be increasingly relied upon to lead public education through our tumultuous times and into a new future.

As COVID-19 continues to significantly impact schools and baby boomers exit the superintendency, some school boards and staff may be concerned about the rising ranks of millennial leaders. But the reality is that not only will millennial superintendents be great successors to baby boomers, they’ll also help schools become more modern workplaces. By rethinking outdated traditions, creating work-life balance opportunities, and improving workplace culture, millennial superintendents could actually be the key to making public education attractive to future teachers.

A Generation of Change Like every generation, millennials have experienced numerous culture-shifting events in their lifetimes—events that have shaped who we are, how we work, and what we expect out of life. Even though the oldest of us are just in our early 40s, when we were young, we witnessed the fall of the Berlin Wall, the end of the Cold War, two Gulf Wars, and the invasion of Afghanistan. Domestically, we lived through the Oklahoma City bombing, Columbine, the Olympic Park bombing, and the attacks on September 11. We’ve also witnessed major turning points in American politics, from the presidency of Ronald Reagan to the impeachment of Bill Clinton. Perhaps most notable was 2008, when millennials were instrumental in electing the country’s first Black president.

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It’s safe to say millennial superintendents are strikingly different from the school leaders who’ve preceded them.

More so than any other generation, innovation has been commonplace for millennials. Google, Apple, Microsoft, and Intel all grew up with us, and now these companies are considered titans of the tech industry. We have uniquely witnessed the rapid evolution of technology, from affordable desktop computers in the 1990s to laptops, tablets, and smartphones in the 2000s. In fact, few members of my generation will have graduated from college without a smartphone; many already had them in high school. This experience, vastly different from any generation before, has no doubt shaped the way millennials access information and interact with the world.

Millennials have also experienced major highs and lows economically. The dot-com boom of the late 1990s looked promising but crashed after a few years. Many millennials experienced this boom in wealth through their families but then felt hardship when their parents’ stocks started falling.

In 2008, the recession impacted millennials the worst, as many of us were leaving college and actively looking for employment at the time. Just as millennials were hitting the job market, the recession forced many companies to lay off employees or stop hiring altogether.

While millennials are often labeled as disloyal to their companies, it’s actually workplaces that haven’t been loyal to us. Some of us began our careers only to be laid off numerous times solely because of the economic downturn.

Even now, the state of the U.S. economy may continue to force millennials to seek new employment over the course of their careers simply for the job security.

The Millennial Mindset Millennial leadership is quickly becoming a reality, something I wrote extensively about in my 2018 dissertation. In my research, I define millennials as individuals born roughly between 1980-2000. At that time, only five superintendents in Iowa were classified as millennials, and I was one of them.

Thankfully, the other four allowed me to spend numerous hours interviewing them, their administrative teams, and their board presidents. My qualitative study focused on these three questions: 1. What work environment characteristics do millennial superintendents desire that lead to job satisfaction?

2. What similarities and differences are there between millennials’ preferred work environments and those of previous generations?

3. What suggestions and concerns do baby boomer superintendents, board presidents, and administrative teams have about millennial superintendent leadership behaviors?

Through these interviews, I was able to gain a greater understanding of my own generation and the way we work, live, and thrive. Do millennials want to come into the superintendency and change everything our predecessors established? Of course not. But our generation will soon make up the majority of teachers and leaders, so it’s time to consider what effective work looks like for us.

Flexibility with traditions The American workplace has become considerably more casual over the past few years. According to a 2019 analysis by the Society for Human Resource Management, 50% of U.S. workplaces now allow their employees to dress casually every day.

Silicon Valley has been a major catalyst for this shift in mindset. When companies like Google started allowing their employees to wear jeans, flip-flops, and T-shirts, job seekers began to ask the same of their prospective employers. These changes didn’t significantly impact company performance— but they did help create the more open, casual workplace environments millennials want.

American schools are still very professional in our attire, though. And while millennial superintendents are not the first to want more casual clothing at work, we’ll likely be the ones to actually implement more contemporary dress codes.

Two years ago (pre-COVID), I was looking for ways to boost morale during the winter. One strategy was to allow our staff to wear jeans for the entire month of December. It was a big hit. After a month went by, we realized that performance hadn’t slumped, parents weren’t complaining, and business was going on as normal—so we decided to extend the policy.

Now, two years later, it hasn’t changed back.

While I don’t wear jeans every day, you’ll rarely find me in a jacket and tie unless I have a board meeting or other event where it’s important to “look like a superintendent.” As the number of millennial superintendents grows, I believe we’ll see more schools revisit their dress codes as a means of improving the workplace for millennial leaders and staff.

Better work-life balance The oldest millennials, born in 1980, are 42 years old today.

Most adults in their early 30s and 40s also have young families. Now, as more households than ever have two incomes, superintendents’ spouses are also likely to be working professionally. Many still have kids in school.

This means that the average millennial superintendent has a wide array of family responsibilities beyond their job. For example, my wife is a teacher, and our three young boys keep us moving all day. Each Sunday, we have to sit down and plan the week ahead to determine how we’re going to manage all of our life events.

Every generation wants work-life balance—but millennials demand it. We expect the flexibility to coach our kids’ basketball teams, attend community events, and take vacation when we need it. Personally, I’m rarely in the district office past 5 p.m. Why? Well, at our house, I do most of the cooking. I need to get home to start dinner. If work calls after 5 p.m., I can easily take care of most tasks at home with my laptop or cellphone. With a young family and a spouse who works full time, it’s important for me to be present as much as possible. I still need to attend events and travel for work, but I’m not interested in being at the office until 6 or 7 p.m. just to meet arbitrary expectations.

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So, with information at millennials’ fingertips, it’s up to school boards to fairly compensate new superintendents, no matter their ages. Millennials will use their tech savviness to access information and analyze what we feel is fair market value. Furthermore, millennials will be loyal to institutions that provide work-life balance, recognize our positive contributions, and create an environment where we can grow and improve.

Millennial superintendents also tend to be less concerned about the hours their staff members work. I believe we will see schools, like other industries, shift to “results-only work environments” (ROWEs) in the future. In previous generations, we had to work in brick-and-mortar buildings; that’s where all our resources were located. Today, our employees have computers, iPads, and smartphones at their disposal. They can log in and work from almost anywhere. This greater flexibility may translate to higher retention rates for millennial staff members. And while I understand that teaching happens best in the classroom, many other tasks in education can be done remotely when needed.

Loyalty and Feedback I’m sure you’ve heard the phrase, “Millennials will have seven jobs by the time they’re 30.” I’m not sure where this idea originated, but it hearkens back to the misguided perception that millennials are disloyal. The truth is that millennials just happen to be starting and exploring their careers at a time with more options and more access through the internet.

Millennials don’t have to wonder how much a company or school 100 miles away is paying their employees; that information is probably online, and they have the tech experience to find it. They may even be contacted by a search firm that’s accessed their profile or portfolio of work online.

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The misconception that millennials are disloyal may also stem from the fact that we don’t associate loyalty with our employers, but with our supervisors and colleagues.

According to a study completed by Ramapo College professor Susan Eisner, millennials are happiest at work when they feel their boss is a competent leader and manager. It is important to note that millennials don’t necessarily see competence as industry knowledge or experience. Instead, we see competence in our supervisors when they can coach, mentor, and allow input from their employees.

School boards or staff may also be concerned that millennials crave “participation trophies” just for doing the work required of them. This isn’t true. We actually want to do our work as best as we possibly can, and we desire feedback in order to do just that. Unfortunately, the superintendency normally doesn’t have a productive system for feedback on the job. Typically, superintendent feedback is either negative—think community social media comments—or it’s part of our annual performance review by the Board of Education, which is conducted

Millennials are going to be increasingly relied upon to lead public education through our tumultuous times and into a new future.

far too late. Millennials want more consistent feedback.

For this reason, having a professional coach or mentor, especially in the first few years, can be critical in ensuring a millennial superintendent’s success.

Research shows that every generation desires feedback from their employers, but each views it differently. Millennials grew up getting feedback from our parents and teachers.

We also navigated our college years as social media became more and more mainstream. Everything we’ve ever posted online has received some type of response. As a result, millennials’ frequency loop for feedback is quicker.

While our baby boomer colleagues have a more “asneeded” approach to feedback, some millennials expect it multiple times per day. We are more prone to welcome and respond to feedback simply because we are more accustomed to it.

So when school boards are looking for their next superintendent, a millennial’s desire for constructive criticism can be a valuable asset. Millennials often seek out connections as a means of gathering ideas and feedback on our performance—and those connections can build a strong network of support in a school community.

A Sign of the Times At the end of the day, millennials want the same things as baby boomers, Gen X, and Gen Z—to work in environments that understand the way we think and thrive. So we aren’t all that different. We’ve simply had different experiences growing up, and those experiences have established our paradigms for life and work.

In just 10 years’ time, the majority of U.S. superintendents will be millennials. We might even have our first millennial president by then. And despite all the flack we get, we are very much ready to lead. As Gen Z graduates college and begins to file into the teacher workforce, millennial school leaders will be able to meet the moment with a focus on work-life balance, communication, and culture.

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Adult Learning 101 A Crash Course in Andragogy

Over the course of your career in education, you’ve probably become extremely well acquainted with the principles of pedagogy. But you may not know as much about andragogy—the science of how adults learn.

Why does andragogy matter in K-12 education? Well, the adults in your buildings—your teachers—need to learn and grow just as much as your students do. Whether you’re guiding formal professional development sessions or mentoring less experienced teachers, understanding the principles of andragogy will help you teach adults more effectively.

Over the decades, several theories of adult learning have emerged, but we’re pulling from one of the preeminent voices in the field: the late educator Malcolm Knowles. Often considered the “father of andragogy,” Knowles published 18 books and more than 230 articles on adult learning and leadership. Here, we’ll hit the high points of his philosophy and how it can help you facilitate more successful learning for the adults in your schools.

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Keep it relevant.

According to Knowles, adults learn what they need to know “in order to cope effectively with real-life situations.” In other words, we do best when we can immediately apply our new knowledge. Adults are also “problem-centered,” Knowles says, meaning they’re especially receptive to learning that addresses their current struggles and challenges.

Training that doesn’t directly relate to your adult students’ situations—or help them solve their problems—won’t be nearly as effective.

As you facilitate adult learning, take a look at your material and ask yourself: How is this relevant to my adult learners?

How will this help them deal with the problems they’re currently facing? If definitive answers don’t immediately spring to mind, you might need to rework your plan. If they do, be sure to provide that context for your students. They may not see the immediate application on their own—so show it to them.

Let them direct their own learning.

It probably comes as no surprise that adults are, by and large, very independent—especially when it comes to learning. “Adults have a self-concept of being responsible for their own decisions, for their own lives,” Knowles writes in The Adult Learner. “They resent and resist situations in which they feel others are imposing their wills on them.”

Unlike children, we’re accustomed to making all our own decisions. It makes sense that we learn best when we’re given some choice in what, when, and how we learn.

On the other hand, a lack of choice can actually inhibit adult learning. There’s a psychological reason why, according to Knowles. When we reach adulthood, we develop “a deep psychological need to be perceived by others as being self-directing.” Basically, we don’t want others to think we can’t be responsible for ourselves. Feeling as if we’re being treated like children is “bound to interfere with learning,” Knowles says.

Interestingly enough, this principle conflicts with the ways we typically try to teach adults. Traditional “sit-and-get” learning opportunities leave almost no room for any kind of self-direction—and may even give participants flashbacks to their childhood experiences in the classroom. Instead, try giving your adult learners more autonomy over their learning.

Build on existing experience.

Adults are not beginners when it comes to learning. All of us have had a variety of life experiences and have acquired our own unique knowledge bases. Make yourself aware of what your adult students already know. Otherwise, you risk wasting your time and theirs—or even insulting their intelligence.

It’s also important to honor and elevate the experiences your adult learners already have. In a pedagogical setting, the instructor is expected to be more knowledgeable than the children they’re teaching, but in adult learning, this isn’t the case. Every adult in the room has a rich background of life experience that others in the group—even the facilitator—can learn from.

In that same vein, it’s crucial to recognize how vast the difference between two adults’ experiences can be. “A group of 50-year-olds is more different from one another than a group of 40-year-olds,” writes Knowles, ”who in turn are more differentiated than a group of 10-year-olds.” These differences of experience present a great opportunity for adult students to learn from one another.

Tap into internal motivation.

When we’re children, much of our motivation to learn is external. We feel pressure from teachers and parents, worry about college and careers, or compete for the top spot in the class. But once we become adults, most of those external motivators have melted away. Knowles argues that adults learn best when their prime motivation is internal, rather than external.

We could write a whole article about how to tap into intrinsic motivation. As a matter of fact, we have! Flip the page to see how the principles we’ve covered—especially the need for internal motivation—can transform professional development opportunities in your district.

Primed for PD How play can transform your professional development

How do we keep our teachers? It’s the question on nearly every school leader’s mind as educators across the country leave the profession in droves.

While this current crisis has certainly been aggravated

by COVID-19, teacher shortages are nothing new.

From 2016 to 2018, all 50 states reported widespread vacancies in at least one subject area, according to an Education Week analysis.

Now, even as the pandemic begins to subside, more than half of teachers say they’ll leave the field sooner than they’d planned. COVID-19 didn’t cause the teacher shortage, and the pandemic’s end won’t fix it.

So what will?

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You’ve probably heard about districts creating selfcare spaces, implementing four-day workweeks, or upping staff salaries. But what if you just don’t have the resources to make those changes? We have another idea for how to reduce staff turnover, and it’s something you’re already doing: professional development.

It may seem ridiculous to suggest that professional development could help solve this seemingly unsolvable problem. After all, school districts across the nation are already spending an incredible amount of time and money on professional learning. Research from the Gates Foundation suggests that the average

educator spends 19 school days per year on professional development; in just over 10 years, they will have dedicated a full school year’s worth of time to the endeavor. What’s more, U.S. schools spend a collective $18 billion on PD annually.

But is all that time and money paying off? Maybe not.

According to a 2019 report from the Economic Policy Institute, 91.9% of teachers surveyed had access to professional development workshops or training sessions, but less than a third of them rated the activities they participated in as “very useful.”

Needless to say, your teachers have incredibly full plates.

If mandatory professional development wastes their time, it will only damage staff morale—which may already be dangerously low. But effective PD could help stave off burnout and keep your classrooms covered.

Why do your teachers attend professional development?

The answer to this question might seem simple. After all, in most states, teachers are required to obtain a certain number of professional development hours. But if your teachers are only participating in PD because they have to, you’ve already lost them.

In their book Primed to Perform, authors Neel Doshi and Lindsay McGregor explain how motivation can affect your work performance—for better or worse. “There are six basic motives behind people’s work,” they write. “Play, purpose, and potential strengthen performance. Emotional pressure, economic pressure, and inertia weaken it.”

As Doshi and McGregor put it, we’re motivated by purpose when we do something purely because we want the immediate outcome it will produce—not because we enjoy the activity itself. When we’re motivated by potential, we’re acting because we value an eventual outcome, often one that aligns with our personal values. In other words, “You do the work because it will eventually lead to something you believe is important.”

It’s not too difficult to see how purpose and potential factor into the lives of school leaders and educators. For many, these are major driving forces. You come to work every day because you care about the growth of your students, both tomorrow and in the long term. However, the third motive, play, is often forgotten—but even more important.

The word “play” may bring to mind sports, video games, or even gamified learning, but that’s not what we’re talking about here. According to Doshi and McGregor, when we’re motivated by play, we’re engaging in an activity purely for the love of the activity itself. You don’t need any external motivation to play; you do it because it’s fun. And because it produces intrinsic motivation, play is the most powerful motivator. We work hardest when we enjoy what we’re doing.

While these more direct motives “drive performance,” indirect motives—ones that are unrelated to the activity at hand—tend to make our performance suffer. Emotional pressure, according to Doshi and McGregor, occurs when you perform an activity due to guilt, shame, or fear of disappointing others. Economic pressure comes in when we do something “solely to win a reward or avoid punishment.”

And inertia rears its ugly head when we no longer know why we’re doing something at all: ”You do what you do simply because you did it yesterday.”

Let’s go back to that initial question: Why do your teachers attend professional development? It may be emotional pressure—they don’t want to let their students down. It could be economic pressure—they’ll lose their teaching licenses if they don’t get enough hours. Or perhaps it’s inertia—they’re attending simply because it’s what they’ve always done. If these are your teachers’ primary reasons for attending, your professional development probably won’t be effective.

But even purpose and potential don’t drive your teachers nearly as much as play. The authors of Primed to Perform estimate that “play is about two times more powerful than purpose, which is about three times more powerful than potential.”

When we talk about introducing play into your professional development, we don’t mean you need to plan icebreaker games or end your fire safety presentation with a Kahoot.

In a work environment, play can be anything that inherently interests and engages your staff. As Doshi and McGregor put it, “Curiosity and experimentation are at the heart of play.”

So does your professional development spark and indulge your teachers’ curiosity? If not, you’re leaving their strongest source of motivation untapped.

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Find out teachers’ wants and needs.

To make sure your PD engages your teachers’ curiosity, you have to know what topics they’re curious about. Start by determining what your teachers find interesting and engaging. This may seem like a no-brainer, but as of 2020, only 24% of schools allow their teachers to vote on or suggest professional learning topics. This is a huge missed opportunity to create better teacher buy-in and satisfaction.

Before you even start planning, “develop a clear understanding of where your teachers are,” says Allison Rodman, author of Personalized Professional Learning and founder of educational consulting organization The Learning Loop. “Your student achievement, growth, and observation data provide really rich information, but the fourth piece of that puzzle should be an anonymous needs assessment with your staff.”

Unfortunately, there likely won’t be a unified consensus across your district. “I’m going to be honest with you—you will see a wide array of teacher preferences for professional learning topics, formats, and timing,” Rodman tells us. “Your natural inclination might be to meet everyone’s requests by providing a whole host of offerings, but it’s critical to start small. Even if you’re planning a topic that teachers specifically requested, they’re not going to get anything out of the experience unless it’s designed really intentionally and facilitated well.” In other words, prioritize quality of PD options over quantity.

Of course, the learning opportunities you provide depend on more than just teacher wants and needs. You also need to make sure your PD aligns with district goals and, of course, state requirements. Your strengths and weaknesses as a district matter as well; there’s no reason to pour resources into an area that’s already strong.

If a significant number of teachers are interested in a topic that has only minimal alignment with your overarching district goals, Rodman suggests offering a one-time workshop on the subject—honoring your teachers’ wants and indulging their sense of play without dedicating too many resources.

Build in choice.

Taking your teachers’ needs and preferences into account when choosing PD topics isn’t enough to ensure success.

You also need to include choice in the implementation of your PD by giving your teachers autonomy over their own 48

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learning. Remember: Play is an intrinsic motive. We engage in play not because we have to, but because the activity itself is enjoyable for us. It makes sense, then, that the more choice you build into your professional development, the more playful it will become.

But according to research from the Gates Foundation, only 30% of teachers choose most or all of their professional learning opportunities. However, those who did have more choice reported much higher satisfaction than those without.

In his book Drive, author Daniel Pink argues that people are happiest—and most motivated—when they have autonomy over four areas: “their task, their time, their technique, and their team.” As you build professional development, try to provide choice in most, if not all, of these areas.

Task: Do your teachers have multiple options for professional development, or is only one topic available? Is every session mandatory, or are some voluntary?

Time: Are professional development sessions only available at one date and time, or can your teachers choose between sessions to accommodate their own schedules?

Technique: Do your teachers have freedom in how they choose to apply their professional learning?

Team: Are there opportunities for teachers to apply professional learning in collaboration with colleagues— or even other departments and grade levels?

Considering these questions will help you assess how much choice teachers have in their own professional learning and give you ideas on what to change. You do have to comply with state guidelines—you can’t make PD totally optional or reduce the number of hours required—but there’s still plenty of room to color within those lines.

Lisa Elliott, superintendent at the School District of Greenfield in Wisconsin, has made a point to include teacher

With that in mind, what does your professional development look like? Is it a “sit-and-get,” with one (usually outside) expert lecturing your staff? Or are your teachers learning from one another?

Photos courtesy of Edcamp Community by Digital Promise

voice and choice in her schools’ professional learning opportunities. “When we look at adult learning theory, we see that it’s super important for teachers to be self-directed in their work,” Elliott tells us. So her district has replaced the traditional beginning-of-year “sit-and-get” sessions with eight hours of self-directed PD time, allowing teachers to explore any topic or technique they choose. “We really want our teachers to think about their strengths, their students, and how they can enhance their own practices,” she says.

This is something Elliott and her team at Greenfield think about a lot. “Our district mission statement says that we believe all learning begins with meaningful relationships,” she tells us. “So building community is also a really important part of our professional learning sessions.” This means “working in small groups and teams so that teachers can bounce ideas off one another and give one another feedback about practice.”

And while connection creates more opportunities for curiosity and play, authentic relationships also make play easier. It makes sense—experimentation, exploration, and curiosity all involve a degree of risk. What if we ask “stupid” questions? What if we experiment and fail? When we’re surrounded by a strong community, we feel safer taking those risks.

These hours aren’t completely unstructured, though; the district provides questions to “guide teachers’ self-reflection, like, What do I need to be learning now? How will that support my students? How does this align with our building goals?”

Elliott explains. But at the end of the day, it’s still the educators themselves who decide what they need and how they’ll pursue it. This is a great opportunity for Greenfield teachers to investigate, experiment, and explore—in other words, to play.

Harness the power of relationships.

It’s no secret that community and collaboration are powerful idea generators. Open-plan offices swept the private sector for that very reason. The more serendipitous interactions we have with others, the more ideas we have access to.

“Ideas stimulate curiosity,” Doshi and McGregor remind us.

“Curiosity fuels play.”

But needless to say, most schools don’t have open floor plans. Teachers are often isolated in their own rooms, with little to no time to engage with other adults. Professional learning communities or PD sessions may well be their only opportunities to connect with colleagues.

“Learning can be a scary thing,” says Dr. Robert Kegan, the Meehan Research Professor of Adult Learning at Harvard.

“It involves admitting you don’t know something—but under the right conditions, this can generate more curiosity than anxiety. An environment of safety allows people to explore and actually develop, to learn more.”

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What does this look like in practice?

When it comes to how you’ll apply these principles of play, there isn’t one right answer. But as an example, let’s look at the Edcamp model, a radically participatory form of professional development driven by teachers, for teachers.

“At Edcamps, it’s about the people in the room,” says Allison Modica, Project Director for Digital Promise’s Edcamp Community. “It’s about them sharing their experiences, their resources, and their tools.”

fuels play. Teachers hardly get to connect with colleagues in their own districts, much less peers in surrounding areas.

The confluence of ideas an Edcamp creates can send your educators down avenues of exploration they may not have considered otherwise.

To protect participants’ time, Edcamps also follow what the Community calls “the rule of two feet.” “Basically, if they’re in a session and it’s not meeting their needs, we encourage them to politely get up and leave,” Modica explains. No one gets stuck in a conversation that isn’t useful to them.

It sounds great, but does it work? The answer is a resounding yes. In a 2019 study on the model, 91.4% of participants surveyed said that Edcamps had changed their professional practices. And even though Edcamps are completely voluntary, even though workloads in education are incredibly high, teachers still attend—sometimes going to great lengths to do so. “We’ve seen people travel 50 to 75 miles or more to get to an Edcamp,” Modica says.

Each Edcamp event begins with a blank session board. As attendees trickle in, they suggest discussion topics—areas in which they need help or guidance. Once the organizers— all of whom are local educators—have determined the most popular subjects, other attendees volunteer to lead sessions on the spot, with no prior preparation. It’s not as scary as it sounds, though; sessions function more like free-form conversations than formal presentations.

While this may sound haphazard, it’s really a way of elevating educators themselves as experts. “Teachers have a lot of knowledge and experience,” says Modica. “Sometimes it’s best to tap into that internal experience.” Your veteran educators may not need PD on classroom management, but they have lots of wisdom to share with younger teachers.

On the other hand, newbies probably know their way around social media well enough to help their older colleagues get the hang of it.

A few additional guidelines keep Edcamps effective. First, anyone can attend an Edcamp for free—even teachers from other schools or districts. Remember: Connecting with new people and perspectives sparks curiosity, which in turn 50

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Why? “Teachers want to learn,” she tells us. “They want to do right by their students. They want to fill themselves up to be their best selves. And coming to an Edcamp allows them that: knowing that they have voice, choice, and autonomy over their learning.” By uplifting teachers’ needs, allowing them to choose how they’ll use their time, and capitalizing on the power of connection, Edcamps perfectly indulge teachers’ sense of play. They create that intrinsic motivation that makes people want to participate.

As you work to perfect your PD, you probably won’t be able to keep your teachers from being influenced by indirect motives. Professional development hours are still required by law, so that economic pressure will always exist to some extent. But you don’t actually need to totally eradicate those damaging motivations; you just need to make sure the positive outweighs the negative.

Is better professional development the secret to higher teacher retention? It’s hard to say. But one thing’s for sure: By making PD something your teachers actually want to do, you’re not just removing a contributor to burnout. You’re also giving them a source of inspiration, growth, and drive—and that just might be enough to keep them in your classrooms.

You have the power to transform your professional development; all it takes is a little play.

Book Smarts Using Book Studies to Create a Culture of Growth SPRING 2022

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Do you remember when you first walked the moors with Heathcliff? Did you journey down the Mississippi with Jim and Huck? How often did you retreat to the refuge of C.S. Lewis’ wardrobe? Here at SchoolCEO, we love books. We believe in allowing ourselves to seek solace between pages, in the importance of learning new things, and in a story’s ability to start conversations. Our bet is you believe the same, that you already know books are critical for lifelong learning.

But what does that look like when your learners aren’t your students, but your staff?

It’s no secret that it’s difficult to be in education right now— but maybe books can help. In Georgia’s Barrow County School System, a team of leaders is working through Onward: Cultivating Emotional Resilience in Educators by Elena Aguilar. Barrow County’s principals meet in groups to discuss the book, which provides a practical framework for managing the stress educators face daily. Then, they take their learning back to their school teams. When it comes to making an intentional effort to integrate social-emotional learning, “we felt the best way to do that was to start with our adults,” one Barrow County team member says.

Chances are you’ve heard of or participated in a book study like this. Maybe it was great—or maybe it fell flat. Book studies may seem old hat at first, but we think they’re worth a fresh look. Here’s why: School professionals are burned out.

More and more educators are asking for quality professional development. But even if that’s the solution to keeping educators on the payroll, individualized PD can be difficult to manage on a districtwide scale.

So why not lean into something you already love: books?

Facilitating valuable learning for your staff doesn’t have to depend on expensive outsourcing. Creating a culture of growth can be simple. All it takes is a stack of books and the right approach.

Why book studies?

Lebanon Public School District in Connecticut has only 965 students total, so going off-site for PD is a challenge. “We try to learn from one another,” says superintendent Andrew Gonzalez. “We try to capitalize on one another as experts and leaders.”

When Gonzalez took his seat in Lebanon, he asked his administrators: What are you looking for from your superintendent? What are your own personal goals for 52

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Book Club Recommendation:

The Captain Class

by Sam Walker By examining the greatest sports teams of all time, this book explores the types of leaders that transform teams into dynasties.

Courtesy of Random House

growth? Then, he assigned each of his administrators a different book based on their answers.

At a retreat held inside the school library, Lebanon’s administrators each gave a 15-minute presentation on their assigned text. “Our meetings may not be formal professional development,” Gonzalez tells us, “but I do think there are informal opportunities for growth when you have the chance to learn from your teammates.”

While Gonzalez’s approach may be unconventional, the great thing about any book study is that the learning doesn’t stop at the door. When implemented well, book studies can spark ongoing conversations that thread their way into every part of your district. Lebanon, for example, held their district goal-planning sessions right after finishing their book studies. “Toward the end of the retreat, we segued into asking questions like: How does this learning connect to where we want to go?” Gonzalez says.

To have that ongoing conversation, though, you need more than just a great book—you need relationships. If you elect to have all the members of your study read the same book, you’re giving them a common language and common ideas to center around. You’re establishing a foundation for them to develop their own community.

If, like Gonzalez, you decide to have your participants read different texts, book clubs are still a great opportunity for team building. You might come armed with icebreakers, for example, or even just set aside five minutes for chatting. Books can be an avenue for approaching otherwise difficult conversations, and establishing relationships is crucial to creating an environment where everyone feels safe being vulnerable.

We know that sit-and-get learning isn’t effective for students, so why do we settle for it in our PD? Book studies are an easy way to elevate the learning of your staff while tailoring the content to your district’s specific needs. In fact, they’re so easy to implement that you could begin building a culture of growth in your own schools tomorrow.

it look like to come to a meeting prepared? How will you ensure the time you set aside for your book study remains protected?

The idea is to plan at the beginning, knowing you’ll have to adjust as you go. The more planning you do early on, the better.

But remember: Consistency doesn’t mean inflexibility. Set your norms and adhere to them—but, as always, monitor and adjust.

Start smart.

Book Club Recommendation:

As you plan your book study, your unique goals should determine whether you choose your text or your group members first. If you select your participants first, why not let them have a say in the book they read? In “Speaking Volumes: PD Through Book Studies,” researchers at the University of Tennessee compare professional book study experiences to traditional PD. Of their 12-member focus group, 10 said being able to choose the book they read was vital to a successful book study.

If you already have a book in mind that aligns to one of your district goals—great! You can still give your staff an element of choice by inviting only those who are interested in participating.

Listen and plan.

Just as you can ask participants for feedback on what to read, you can also ask what meeting structure will work best for everyone. For some staff members, meeting during planning time may be best. For others, after-school meetings might be preferable. Will it be mandatory to attend every meeting? Would your team prefer to discuss asynchronously using a tool like Google Classroom? Consulting your participants when making these decisions will help set your book study up for success.

Book studies can also be great opportunities to develop leadership skills in your staff. Try asking a staff member who wants to grow as a public speaker to lead a session, or rotate leaders week by week. Whatever your approach, it’s important to talk with your group about what makes a good facilitator. In their investigation of book studies, University of Tennessee researchers found that 80% of their focus group members mentioned facilitator impact. One participant said that “the facilitator did not dominate the discussion,” and another said that “the lack of rigid expectations allowed everyone to relax and feel comfortable enough to participate.”

While setting norms for your leaders is important, they’re not the only norms your book study will need. What are members expected to do before, during, and after meetings? What does

Courtesy of HarperCollins Publishers

Primed to Perform

by Neel Doshi and Lindsay McGregor This research-packed read explores how employee motivation leads to greater innovation and a stronger workplace culture.

Keep it fun.

Now, for the best part: holding your book study! As you get started, keep in mind that as excited as you might be, expecting your readers to show up eager to participate could be a mistake. For many, speaking during discussions can be intimidating. Try to think of ways to lighten the atmosphere and get everyone talking.

Luckily for you, the members of your book study are educators. Recognize them as a resource and lean into their pedagogical skills. Before your first meeting, try asking the administrators and teachers around you for their best facilitation techniques. How do they develop strong questions? What strategies can liven up discussions when no one is engaged? Push yourself to make every book study session meaningful—or even invite another participant to facilitate every now and then.

Plus, asking your staff for facilitation strategies serves a twofold purpose. Think back to Gonzalez’s approach with his administrators in Lebanon. Assigning unique texts was a way to differentiate learning for his administrators. Having them teach one another about their reading is a great example of “jigsaw,” a cooperative learning strategy in which participants master different topics to bring back to the whole group.

Gonzalez’s administrators weren’t just learning about best practices; they were practicing best practices.

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The more engaging your book study is, the more your staff will learn—and they’ll walk back into their schools and classrooms stronger because of it.

Book Club Recommendation:

Don’t let it fizzle out.

Unfortunately, a lot of PD never goes beyond the projector clicking off or the book snapping shut. We get busy, we get tired, and we fall back into the same old practices. Why is that so often the case? And how can you prevent it?

“Teachers often complain about PD that is too theoretical and not usable in the classroom,” write Patricia Sturko and James Gregson in their article “Teachers as Adult Learners: Reconceptualizing PD.” With such full plates already, your staff should never walk away feeling overwhelmed. Instead, they should feel encouraged by new ideas and tools. According to Sturko and Gregson, “they want practical strategies and ideas that they can immediately apply in their practice.”

But relevance alone isn’t enough. When it comes to application, specificity is the name of the game. “Most professional learning design still tends to leave the responsibility for application of ideas to participants,” says Allison Rodman, founder of educational consulting group The Learning Loop. “Teachers need prompts and activities that encourage them to grapple with strategies, learn from implementation gaps, and make new practices their own.” According to Rodman, “a critical part of the professional learning design process—and one that is often overlooked—is defining what between-session application will look like.”

So if you really want your book study to be successful, be explicit about how your participants can implement what they’re learning. Then, follow up. Checking back in with your participants shows them that the book study is an effective use of their time. “Time is so valuable to people,” Gonzalez tells us. “If you want your staff to invest and dedicate a lot of effort and time, you have to follow up. If you don’t set up systems for continuous feedback, for check-ins and reflective opportunities, no one is going to buy in fully.”

The right approach to application, follow-up, and reflection will ensure that your participants get as much out of your book study as possible. You can even invite your participants to discuss their experiences at meetings and brainstorm how to improve in the future.

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Courtesy of IMPress

Lead From Where You Are

by Dr. Joe Sanfelippo Written by a current superintendent, this book explores how increasing leadership potential throughout your district can benefit the entire school community.

Model growth.

Encouraging curiosity, honing best practices, and developing relationships around a shared love of learning will empower your educators to lean into challenges. Book studies not only do this, but they can also help you build strong, individualized PD—without breaking the bank.

Schools across the country are working with wildly insufficient resources. But the most valuable resource in your district— your staff—has the potential to make quality learning available to everyone.

As Lebanon’s administration settled in for their book study retreat, Gonzalez himself came ready to discuss his chosen book: Learning from Lincoln by Harvey Alvy and Pam Robbins.

Gonzalez assigned himself this book based on his own goals and what his staff told him they wanted from a superintendent.

“I’m challenging myself to grow and be a model of continuous improvement,” he tells us. Gonzalez read about and reported on Lincoln’s lack of experience and his need to lean on those around him in order to lead most effectively.

Educators deserve to be recognized as experts who are integral to student success. Effective book studies give them the chance to learn from and teach one another, all while doing something they love: reading. So go ahead. Crack open a book, indulge your love of learning, and have the hard conversations. Book studies can be powerful. And when you use them well, you’re affirming that the professional growth of your staff is important, good educators are valuable, and lifelong learning is necessary—for everyone.

Take 15 minutes to learn why over 2,500 superintendents trust Apptegy to power their district’s identity.

Bluegrass, Basketball, Belonging How the Kentucky Collaborative for Families and Schools is redefining family engagement

Do engaged parents result in great parent-teacher relationships, or do great teacher-parent relationships create more engaged parents? Far too often, schools assume that family engagement, while worthwhile, is just too complicated to get right. However, the 60 schools in Kentucky’s Family Friendly Schools Learning Network are challenging that assumption.

These schools are taking part in a family engagement experiment orchestrated by the Kentucky Collaborative for Families and Schools—a statewide network of educationfocused nonprofits and affiliated partners. The Kentucky Collaborative supports participating schools with dedicated training and family engagement coaches.

The end result is an exciting effort to radically transform the school-home relationship. There are two aspects of this work: fostering relationships between teachers and families, and building capacity on both sides of the equation so everyone can work together for students. These two facets work in tandem not just to strengthen ties between schools and families but to boost learning outcomes and teacher morale as well.

Brooke Gill is the Senior Director for Family Engagement Policy and Practice at the Prichard Committee, the key organizer of the Kentucky Collaborative. She describes their work as “making the invisible visible, and the visible more intentional.” That means creating a system that allows everyone involved—parents, teachers, and school administrators—to tap into the human-to-human element that’s so key to successful family engagement.

Make the invisible visible.

A core aspect of the Kentucky Collaborative’s approach is ensuring that all families can participate in their children’s education. That means focusing on the folks who aren’t already front and center in the classroom or in PTA meetings.

After all, not every parent or guardian will be an enthusiastic partner in their children’s learning right away.

But lack of enthusiasm doesn’t always indicate a lack of concern. Some parents or guardians—especially those from marginalized communities—have had negative personal experiences with education that inform how they think about school. Understanding these viewpoints is the first step to bridging any gaps between your teachers and families.

This emphasis on breaking down barriers and building relationships is reflected in the Kentucky Collaborative’s four core beliefs, derived from the book Beyond the Bake Sale:

1. All families have dreams for their children and want the best for them.

2. All families have the capacity to support their children’s learning.

3. Families and school staff are equal partners.

4. The responsibility for cultivating and sustaining partnerships among school, home, and community rests primarily with school staff, especially school leaders.

That last point, about responsibility, may sound like just another task to add to your teachers’ plates—but this work doesn’t have to be complicated. For your teachers, building relationships with parents is about making small, regular touchpoints throughout the school year.

To build bridges between the two, you might ask families to share “Hopes and Dreams” letters with their children’s teachers. Families address these letters to their children and describe all the aspirations they hold for their future.

This not only provides students with encouragement and joy, but also gives teachers insight into how to begin regular conversations with families throughout the school year.

It also reinforces that first core belief: Every family simply wants the best for their children.

Principals should also support their teachers by making these conversations a priority. Is there an afternoon meeting slot where teachers could be doing family outreach instead?

A simple phone call can even take the place of a traditional school event, like a family carnival. “We’re done with the bounce house on the football field,” says Gill. “There’s nothing wrong with big school events as long as we recognize that those aren’t family engagement—they’re community building and creating a welcoming school environment.”

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True family engagement looks a little different. “We’re encouraging you to take that time and have your staff make three phone calls to families,” says Gill. “That’s how real family engagement happens—teachers having conversations with families about their children’s learning, goals, and socialemotional development.”

Make the visible more intentional.

One of the core tenets of family engagement is that parents should be active participants in their children’s education— not just passive observers. Daviess County School District, a part of the Family Friendly Schools Learning Network, puts this principle into practice. “We think about it as beyond just coming to school,” says Jana Beth Francis, the district’s Assistant Superintendent of Teaching and Learning. “It’s about actually engaging in the learning of the child.”

Supporting the adults in your students’ lives also means giving them opportunities to connect with other parents or guardians. This not only builds community, but also shows families that they’re not alone, that they all share the same hopes and fears for their children. In Daviess County, these opportunities are built into existing campus events. From cookies before the school play to a coffee mixer as part of an open house, it can be easy to create space for parents to form connections with one another.

What does that look like? The Kentucky Collaborative promotes a research-backed framework centered around the four C’s:

1. Building Capabilities 2. Making New Connections 3. Changing Cognition 4. Building Confidence

Most families want to help their children learn, but some don’t know where to begin. Engaging parents as partners in learning means equipping them with new capabilities.

As Francis points out, not all parents are professional educators—but your teachers are. Inviting your staff to provide anything from reading strategies to multiplication tips is a way to empower parents and make them more confident in their ability to help their children succeed.

That knowledge gap extends to understanding how to navigate school itself. “If I, as a teacher, ever have to navigate anything at my daughter’s school, I don’t lack the confidence to do that,” Francis says. “I know how schools work. I know who to email—but so many parents don’t know how to reach out.” As your families learn more, their confidence as participants in their children’s education will grow.

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Of course, the four C’s apply to your teachers as well. It’s also important to strengthen ties among classroom teachers and staff who are involved in family engagement work. Daviess County Schools does this through discussion groups called “collaboratives,” usually centered around texts like Beyond the Bake Sale. Participants talk about how the ideas apply to and inform everyday classroom interactions. And because the model is so discussion-based, teachers learn from one another rather than from a facilitator.

This may seem like a tough sell to teachers who already have packed schedules, but there are ways to incentivize participation. For example, each of the Daviess County schools participating in the Family Friendly Schools Learning Network used ESSER funds to support family engagement work. Some of that money goes toward stipends for those participating in collaboratives, which are open to all staff. This gives everyone an opportunity to take part in authentic learning around family engagement—while being compensated for their time.

Make it more than a program.

While it may seem somewhat paradoxical, the Kentucky Collaborative doesn’t think of this work as implementing a new program or highly structured system with measurable outcomes. Instead, as Gill tells us, family engagement is a process—much like equity. “You wouldn’t force an equity program; you talk about equity as a culture and an attitude and an approach,” she explains. “You have to see family engagement as the same thing.”

This can all sound a little overwhelming, but there’s help available! The Kentucky Collaborative has created The Kentucky Family and School Partnership Guide. It’s a great resource for any school leader interested in exploring these practices in their own classrooms and school buildings. The best part? You don’t have to be in Kentucky to access these resources online. If you do happen to be in Kentucky, you can even apply for a Kentucky Family Friendly Certificate, which is available online as well.

Photos courtesy of Daviess County Public Schools

Engaging your families in the education of their children is crucial to your school’s success. So why wait? Check out the Kentucky Collaborative’s resources, and get started today.

You can find the guide, a script for welcome calls, templates for Hopes and Dreams letters, and a ton of other resources online at: www.prichardcommittee.org/ familyengagement

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Wow Moments

What’s happening in your schools?

One of the best parts of working at SchoolCEO is hearing about all of the amazing things happening in schools across the country. Every school leader we talk to is so proud of the unique and beautiful moments happening in their districts—from appreciation celebrations for classified staff to student-led STEM events. We have started referring to these as “wow moments” for their capacity to surprise us with thoughtfulness.

As we bring another issue to a close, we want to celebrate some of these wow moments submitted to us by our readers. Share your district’s wow moments with us at editor@schoolceo.com or via Twitter at @school_ceo.

Photos courtesy of El Segundo Unified School District

“We are a one-school district located on Long Beach Island in New Jersey, serving kids pre-K to sixth grade. For the past three school years, we have challenged our sixth graders to lead community service projects. While this isn’t mandatory, the students have embraced it and have completed projects that are near and dear to their hearts. To date, we have completed seven projects with more in the works!”

-Superintendent Dr. Chris Meyrick, Beach Haven Schools, NJ

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Photos courtesy of Spartanburg School District One

“One of the most impactful stories we’ve shared this year is about our Newcomer Academy. It was developed to serve students who are new to the United States and learning English for the first time.

During the academy, instructors provide not only EL support, but also a support system to help students acclimate to American school culture—ever y thing from previewing lunch menus to facilitating life - changing friendships among newly arrived students.”

-Director of Public Relations & Strategic Partnerships Shenley Rountree, Barrow County School System, GA

“The El Segundo Unified School District is a small district where all schools are in close proximity to one another.

Just prior to graduation each year, high school seniors participate in Senior Walk. All seniors dress in their regalia and walk to our elementary schools to parade through campus as faculty, staff, and students cheer them on.

This annual tradition allows our seniors to be celebrated while also providing our youngest learners a preview of what opportunities lie ahead and what success can look like. It is my absolute favorite moment of the year.”

-Superintendent Dr. Melissa Moore, El Segundo Unified School District, CA

“Edgewood Middle School prides itself on philanthropy and appreciating all the people who make it successful. For the past two years, students have worked in our STEM lab to manufacture winter holiday appreciation gifts for all of our employees. Last year, students created personalized key chains using a CO2 laser. This year, students are personalizing cutting boards for bus drivers and other classified staff. Students then decorate each gift box. Finally, gifts are handdelivered by the class robot, Rowdy, who just so happens to ride a mini-horse named Bo.” -Director of Communications Amanda Scroggs, Warsaw Community Schools, IN

Photo courtesy of Spartanburg School District One

“A very special wow moment occurs every day at Inman Intermediate School. Each morning, a different group of students reads the school mantra over the intercom system. Every student, teacher, and support staff member takes a moment to recite the following: I am somebody.

I was somebody when I came, and I will be a better somebody when I leave.

I am powerful, and I am strong.

I deserve the education that I get here.

I have things to do, people to impress, and places to go.

If you believe in the mantra and believe that you are somebody, say, YEAH! This school mantra was adapted from Dr. Rita Pierson’s famous TED Talk, ‘Every Child Needs a Champion.’”

-Chief Communications Officer Sandra Williams, Spartanburg School District One, SC Photos courtesy of Warsaw Community Schools

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Crisis in The Comments Handling negative social media in a positive way

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Over the past few years, the conversation around public education has become more negative than ever before. Whether it’s about mask policies, curriculum concerns, or banned books, it seems there’s always someone waiting to criticize your schools. And as you probably know, negativity rears its ugly head on social media more than just about anywhere else.

Unfortunately, negative comments and replies are pretty much unavoidable these days. But while you can’t stop negative comments from happening, you can’t afford to ignore them, either. They can massively impact your brand.

According to a survey by Sprout Social, 60% of people are unlikely to purchase from a brand if it has received negative social media comments. In general, people trust other consumers, and when we see complaints about a brand online, it damages our trust in that brand. It’s the same for your district. Prospective families and staff are on the lookout for other people’s perceptions of and experiences with your schools. They notice your responses to comments, or lack thereof. Oftentimes, they form opinions about your district based on the way you engage with your audience—particularly dissatisfied customers.

That’s why it’s crucial to deal with your negative comments in a way that shows your community—and your commenters—that you care. Luckily, we’ve got some effective tips for keeping your social media profiles positive and productive.

Ignore the trolls.

There’s a big difference between a community member with a legitimate concern and someone who just wants to cause trouble. While genuine complaints deserve your respect and attention, trolls do not.

How do you tell them apart? It’s actually pretty simple. If your commenter’s account was just created or has a blank profile picture, that’s a huge red flag. So is an account without any posts of its own—only comments or replies to other pages.

These are basically “burner” profiles, created by people who want to attack other pages with a degree of anonymity.

But whether they’re anonymous or not, the strongest indicator that you’re dealing with a troll is the substance of their posts. While an offended community member may be frustrated, trolls are hateful. Their comments are inflammatory, exaggerated, and often off-topic. They may even lob personal attacks at teachers or other staff members. Worst of all, they return to your comments or replies again and again, pushing the same agenda no matter what you’re posting about.

At the end of the day, trolls are out for attention—so your best course of action is to ignore them completely. If their comments are vulgar or outright abusive, block them. You’ll never win this group over, so there’s no sense in wasting your energy trying.

Respond quickly.

Unless you’re dealing with obvious trolls, you should always respond to negative comments. Have you ever voiced a concern to someone face-to-face and been ignored? It doesn’t feel good. The same is true online. A Sprout Social survey found that when people complain on social media and don’t receive a response in return, 40% will reach out through another channel. Additionally, 35% will never buy from the brand again.

It’s also important to respond in a timely fashion. This shows your commenters that you care about them and that their concerns are a priority for the district. What constitutes “timely”? Well, data from Hubspot suggests that on both Facebook and Twitter, consumers expect a response within 30 minutes.

That may not be a realistic timeframe for an understaffed communications team, and that’s okay. Even in the private sector, only 50% of companies meet that expectation on either platform. But suffice it to say that checking your social media and responding once or twice a week isn’t enough.

As much as possible, keep a close eye on your comments and answer them as quickly as you can.

Keep it personal and authentic.

Have you ever noticed yourself acting differently online than you would in person? You might overshare a bit in your Facebook statuses, for instance, or be a bit quicker to complain about a negative experience. Either way, it’s fairly common to act differently on social media than we would in real life. There’s actually a name for this psychological phenomenon: the online disinhibition effect.

So why does this happen? While a variety of factors combine to make our brains react this way, a major one is invisibility. From behind a screen, we can’t see others and they can’t see us. This makes it easier to forget we’re talking to real people on the internet—which, in turn, makes it easier to be mean. That’s a great reason to make your replies to negative comments personal and authentic. If you constantly remind your audience that they’re talking to an actual human being, they’re more likely to react with kindness and understanding.

Keeping a response personal is fairly simple, and it starts with adopting a tone of intentional informality—replying in a casual voice. If you’re used to being formal, this may feel SPRING 2022

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unnatural or even unprofessional, but don’t worry. By taking a more conversational tone, you’re infusing your replies with authenticity—and reminding your commenter that there’s a real person behind your social media profile.

As you craft your response, you’ll want to refer to your commenter by name—but that’s only the beginning. Take personalization a step further by signing your reply with your own name. Once again, this reminds your audience that there’s a real person behind the screen and makes it harder for them to be unkind.

Finally, make sure you’re not using the same canned response to every negative comment. If your commenters think you’re copying and pasting your replies, you’ll come across as insincere and impersonal—which is the last thing you want. Go back and read your five most recent responses. If they sound the same, or you sense a pattern in your replies, you need to add more personalization.

Make the conversation private.

If you’re dealing with a serious complaint, suggest moving the conversation to a private space, whether that’s direct messages or your real-life office. Private conversations give you more control and keep the situation from escalating in the comments section.

Before you go, though, it’s important to leave a public reply. This lets the rest of your community know you’re not ignoring your negative commenter. Not sure what to say?

Here are a few guidelines: • Address the commenter by their first name and thank them for their feedback.

• Acknowledge the commenter’s frustration and apologize if appropriate.

• Give them your school email address or ask them to send a direct message to the district’s Facebook, Instagram, or Twitter.

• End on a positive note, like “Thank you!” and sign your name.

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While it’s fine to share your own contact information, you should never ask for a commenter’s phone number, email, or personal information on a public social media platform.

And remember: These replies should be personal. Don’t just copy and paste a response.

Accentuate the positive.

Negative social media comments can be uncomfortable to deal with, but viewed from the right angle, they’re also opportunities. If the district has handled something poorly, you have a chance to apologize and make it right. If there’s confusion around an issue, you can set the record straight.

Handling these situations may even turn detractors into advocates for your schools. According to that same Sprout Social survey, nearly half of people said that if they received a thoughtful reply to their initial callout, they’d post about that positive experience on social media later. About 37% would tell their friends about it.

Your schools will always have critics—but you have the power to shift the social media narrative. By responding with promptness, kindness, and authenticity, you can help keep your comments section a positive place to be.