The most powerful shifts in education rarely make a splash. They tend to start quietly—sometimes in the spaces between bells, in the moments before a class begins, or in a passing conversation in the hallway.
They start when leaders pause before prescribing solutions. When they ask, “What’s already working?” When they choose to listen not just to data, but to the heartbeat of a school.
That’s the kind of leadership we saw in Harford County Public Schools. In our recent conversation with Superintendent Dr. Sean Bulson on The K–12 Change Equation, we met a leader who believes that change moves at the speed of trust. That trust isn’t built through top-down mandates, but through a willingness to listen, learn, and lead alongside the people most affected by change.
Readiness Redefined
For decades, “readiness” has too often meant one thing: college enrollment. According to the National Center for Education Statistics (NCES), postsecondary enrollment rates have been used as a primary success metric since the 1980s. Yet the Georgetown Center on Education and the Workforce reports that nearly 30% of good jobs—those paying $45,000 or more for workers under 45—are held by people without bachelor’s degrees.
Readiness for life is bigger than a single postsecondary path. It includes apprenticeships, military service, entrepreneurial ventures, industry-recognized certifications, and careers that start right after high school.
As Dr. Bulson shares, “It’s enlist, enroll, or be employed. All three matter. All three deserve equal value.”
In Harford County, this reframing has opened doors for students who may not see themselves on a traditional four-year track but who are deeply capable, ambitious, and ready for success in other arenas.
Starting from Stillness
This shift didn’t begin with disruption. It began with stillness.
Like many districts, Harford County faced familiar challenges:
- A narrow readiness lens prioritizing college over other valid options.
- A “missing middle”—middle school caught between early literacy priorities and high school graduation goals, without a clear readiness role.
- Technology trade-offs—devices increased access but raised concerns about focus, attention, and digital well-being (Common Sense Media reports teens spend over 8 hours daily on screens, affecting cognitive endurance).
- Teacher fatigue—educators navigating multiple mandates and reform fatigue.
Rather than rushing toward solutions, leaders began by listening—to students, to staff, and to the community—and letting those voices shape the work.
A Readiness Playbook Built on Human Connection
The district’s approach reflects a growing body of research (Fullan, 2020; Bryk & Schneider, 2002) showing that belonging and purpose are as critical to readiness as academic preparation.
- Reimagining Alternative Education as a Launchpad
Former alternative education sites are now hybrid/virtual hubs offering synchronous, asynchronous, and in-person options. Flexible scheduling supports students earning early college credit, meeting graduation requirements, or reengaging after setbacks—similar to the successful Big Picture Learning model, which reports 90% graduation rates.
- Framing Postsecondary Pathways with Equal Value
College, military service, and direct-to-career entry are framed as equally valid. District communications and career nights highlight all options, addressing the American Institutes for Research finding that students’ aspirations align more strongly with outcomes when multiple paths are visibly celebrated.
- Building Apprenticeship Pipelines with Business Partnerships
Partnerships with local industry have expanded apprenticeships. Students gain technical skills, professional networks, and confidence—echoing Swiss and German vocational models where youth unemployment rates are among the world’s lowest (OECD, 2020).
- Centering Career-Connected Learning in Middle School
Middle schoolers engage in project-based learning, career coaching, and life-skills integration. Research from the University of Chicago’s Consortium on School Research shows that middle school engagement predicts high school persistence more than test scores alone.
- Starting Innovation with Strengths
Before launching initiatives, leaders ask, “What’s already working?” Appreciative Inquiry, used here, has been shown to increase buy-in and sustainability of change efforts (Cooperrider & Whitney, 2005).
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Protecting Teacher Time and Autonomy
Schedules are reviewed to safeguard planning time. Professional learning shifts toward collaborative, teacher-driven design. The RAND Corporation has found that educator autonomy correlates with higher job satisfaction and innovation.
- Investing in Grow-Your-Own Talent Pipelines
Recruiting future educators from high school and paraeducator ranks builds a workforce that mirrors the community and improves retention (Learning Policy Institute, 2021).
- Making Technology Human-Centered
Intentional boundaries around device use ensure technology enhances—not replaces—face-to-face interaction. This aligns with research from MIT’s Sherry Turkle on the social-emotional costs of over-reliance on screens.