B.Y.O.T Bring Your Own Thoughts
The latest on all student-centered models, leadership development, strategic planning, teacher retention, and all things innovation in K-12 education. We answer questions before you think to ask them.
District Leadership | Organizational Leadership & Change Management | School Leadership | Science of Reading
Over the past two years, 40 states and the District of Columbia have adopted guidelines or legislation mandating the use of Science of Reading (SoR) methodology in school districts. These changes often come with high expectations and tight timelines, requiring leaders to overcome significant challenges such as limited resources, deeply ingrained instructional beliefs, and complex implementation barriers. Effectively navigating these challenges demands not just logistical solutions but innovative change management strategies that emphasize collaboration, transparency, and holistic support for all. Earlier this month I partnered with Uly Navarrete, Executive Director of the Association of Latino Administrators and Superintendents (ALAS), to gather a panel of four experienced education leaders—Erick Casallas (NV), Dr. Lynmara Colón (VA), Dr. Laila Olivarez (TX), and Michelle Simmons (SC)—to explore how they are addressing the challenges of differentiation in their districts. We asked them four questions to explore obstacles they’ve encountered, the strategies they’ve employed, and the lessons they’ve learned along the way.
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District Leadership | Organizational Leadership & Change Management | School Leadership | Science of Reading
Change is a constant in public education. These changes range from shifts in student demographics, and associated learning needs, shifts in curriculum standards (think Common Core), to broader shifts in public policy. Consider how Lyndon B. Johnson’s War on Poverty influenced how schools planned for meeting students’ nutritional needs, or the federal IDEA Act, which required public school systems to provide free and equitable education. Typically, the core rationale offered for such policy changes is to improve student outcomes (college and career readiness, achievement, attendance) and/or ensure our public education systems are preparing the next generation’s workforce. Regardless of the type of change or the rationale for the change, one of the constants in school systems is that they struggle to achieve meaningful and lasting change.
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District Leadership | Innovative Leadership | Organizational Leadership & Change Management | Superintendents
What is the instructional leadership gap and how does it affect the learning outcomes of our students? I recently sat down with three district leaders, Sean Bulson, Superintendent, Hartford, (MD) Public Schools, Jerry Boyd, Superintendent of Washington County (TN) Schools, and Portia Slaughter, Chief Academic Officer at Harrisburg City (PA) School District to discuss these critical questions.
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District Leadership | Innovative Leadership | Organizational Leadership & Change Management | Superintendents
“Congratulations!” This is a common note sent via email and shared on LinkedIn as so many of my friends and colleagues transition into the first year of their superintendency on July 1st. As I reflect on my 10+ years having the privilege of working alongside district leaders and observing what works and where some have experienced pitfalls, I want to share some thoughts on the importance of building your leadership bench.
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