K12LEADERS

Category: K12Voices

  • “Do The EASY Things Right”

    “Do The EASY Things Right”

    Scott Galloway is exactly right in a recent interview he said;  “Get the easy stuff right.  Show up on time, dress well, do the basics the right way.”  

    Even at the youngest of schooling age, we can push the narrative of getting children to do the easy things right.  Think of as many little things that children are asked to do that take little thought or effort.  Stand in line, travel in the hallway, say please and thank you, say I’m sorry.  Plus so much more.

    The sooner children recognize that these simple, easy tasks are doable, the richer your school culture will become.  The more the message resonates to your school community, it will become the standard, not the expectation.  I think so much about the children’s experience daily and I kept thinking about my father always saying to me; “make sure to take care of the little things, so the big things take care of themselves.”  So the last two school years we have simplified our messaging to this short message below which hangs outside of every classroom in our building;

    1. Show up on time everyday and be ready to learn
    2. Do your best that you can everyday in all areas
    3. Be good to one another

    Teachers are able to refer to the expectations/standards to help guide them through behaviors and performance issues in the classroom.  It guides discussion and is easy for parents to piggy back on at home.  As adults, isn’t this what we do each day of our lives?  We constantly speak with parents about the importance of EFFORT first.  If effort is there, outcomes will happen over time.  Effort that is learned and is habitual has massive staying power.  Your best each day is one of the many “easy things” we have control over daily.  What a great connector for staff as well.  These 3 points are not hard to model for our kids either.  When students “Show Up” daily and see their teacher  everyday “Show Up” for them, it sends a clear message that is appreciated and valued by the children. 

    In a time when we need children to come to school with a “readiness”, the easy things haven’t been so easy since the pandemic.   We need the easy things standardized at home and school to help fortify the foundation of respect and understanding of how to be the person that we want to be.  The easy things are part of the “processes” in a teacher’s classroom and take additional time, albeit well worth the time.  

    Oh yeah, data data data.  I’ve smartened up and learned that results come from our ability to get the EASY things right everyday.  Our highest performing students and classes knock the easy things out of the park today…… Tomorrow is brand new.  Good luck.

    Posted by: Craig Vogt

    Principal at Jefferson School in Bergenfield, NJ.
    30 years as an educator
    15 years as an administrator.

  • Like It or Not, Choice is Coming…

    Like It or Not, Choice is Coming…

    The debate over school choice doesn’t feel much like a debate anymore, especially with Linda McMahon poised to step in as the next Secretary of Education. Trump’s proposal to expand school choice underscores a longstanding conservative goal: giving parents more control over their children’s education through mechanisms like vouchers or tax credits. Whether you support or oppose these ideas, one thing is clear—change is coming. The question is, how will you lead through it?

    School choice remains a lightning rod issue. It has far-reaching implications for equity, parents’ rights, and even the role of the public school board, which has to date been the driver of local educational priorities. At the heart of the discussion are two key mechanisms:

    • Vouchers, which allow families to redirect public funds to private schools.
    • Tax credits, which incentivize private donations to support school choice initiatives.

    While both aim to put control more directly in parents’ hands, they take different approaches to reshaping how education is funded—and who benefits.

    In red states, where these proposals are likely to find strong support, the shift could lead to significant changes in federal education funding. These states currently benefit more from federal dollars, receiving $1.30 for every $1.00 paid in federal taxes. But with school choice policies, those same states may experience larger reductions in public school funding—up to 14% in some cases. This would directly impact programs that support disadvantaged students. Meanwhile, parents in these states would gain greater access to discretionary funds for private schooling through vouchers or tax credits.

    The scenario for blue states is slightly different, with public schools there at risk of losing up to 11% in federal funding and parents receiving proportionally fewer credits or voucher dollars. Interestingly, private school tuition in blue states is significantly higher than in red states, with the implication that fewer credit/voucher dollars will have a significantly less value than in red states.

    Source: https://www.privateschoolreview.com/tuition-stats/private-school-cost-by-state

    For public schools everywhere, this points to a more competitive landscape with fewer resources, even as families gain new opportunities for alternative education.

    Key Questions for Educational Leaders

    For Public School Leaders: How will you adapt to potential funding cuts while maintaining equitable access to student services, nutrition programs, extracurricular activities, and athletics?

    For Private School Leaders: If these policies bring an enrollment surge, how will you scale operations, manage budgets, and recruit staff to meet the needs of a potentially more diverse student population?

    For All Education Leaders: How are you engaging your community—parents, teachers, and other stakeholders—to build consensus and prepare for changes in funding, enrollment, and equity?

    The Time to Lead Is Now.

    Navigating these shifts won’t be easy. Whether you see school choice as a challenge or an opportunity, visioning and planning are essential. Engage your community. Reassess your funding models. Prepare for changes in student demographics. The choices we make today will shape the future of K-12 education tomorrow.

    Lots of change is on the horizon—and it’s getting closer every day.

    #k12leadership #schoolchoice #vouchers  #lindamcmahon

    Posted by: Mike Bronder

  • Intention Over Attention: A Mindful Approach to Social Media in Our Lives

    Intention Over Attention: A Mindful Approach to Social Media in Our Lives

    Over this past week, millions have flocked from Twitter/X to BlueSky. As I look at many of the first time posters on that platform I saw many of the same messages:

    “This is what Twitter used to be like”

    “I like the lack of algorithms here”

    “This feels like a less toxic space”

    For a variety of reasons, educators are leaving the former blue bird to join the blue butterfly and other platforms. Exactly two years ago today, I wrote this post about what happens if Twitter dies and where will people go. I’ve also spent the last two months working on a new book that dives deeper into world Jonathan Haidt calls  The Anxious Generation . Add to that, the timing of the other work I’ve been doing that started back in 2022. Working with a team of educators, we built a new social platform called K12Leaders, not necessarily as an alternative to “TwiX” as I call it, but as a safe space for educators to engage in meaningful conversations and to find their own community. It’s funny how timing and momentum work.

    With the flood of people joining BlueSky and K12Leaders, I have been reflecting on what purpose social media serves in our lives. This grand experiment began before the invention of Facebook in 2004, but it was really Facebook and subsequently Twitter in 2007 that made social media the powerhouse it is today. Couple that with the proliferation of the mobile phone (the first iPhone debuted in early 2007), and you have the timing for a perfect storm of new media driven by the everyday people you choose to follow.

    Somewhere along the way, these upstart companies along with Instagram, SnapChat and TikTok, figured out that in order to make money, they really need to make sure they capture and hold our attention. Hence the “attention economy” was born. The magical AI algorithms went to work and they began to both listen and learn from where we focus our attention. Social media has turned into a place where people AND machine influence what we look at.

    Time for a Social Media Purge

    All of this affects our mental health in one way or another. For me personally, I found that I was spending and inordinate amount of time on Facebook and TwiX. Not necessarily interacting with family, friends and colleagues, but endlessly scrolling through videos about poker, politics, and Pickleball. I was spending hours each week watching nonsense and actually felt WORSE after I was done (along with the guilt over the time I wasted).

    So I decided to enact a 3-phase approach to slowly get back my time and attention:

    Phase 1 –

    First, I turned off all notification alerts for both platforms. That little red number in the corner of the app was calling to my attention as much as the thump on my Apple Watch every time someone commented on something. Did I really need to know what someone said at that moment? No.

    Phase 2 –

    After a couple of months went by, I realized I was still finding myself checking the app just to see if someone posted, commented or liked something interesting. Quickly, I would be drawn into the time-suck of endless scrolling. So, for phase two, I decided to delete the app from my home screen. I didn’t delete the application from my phone, but I couldn’t see it anymore. I could still search for it if I needed to, but now it was out of sight and hopefully out of mind.

    Phase 3 –

    Recently, I’ve been playing a game with my teenage daughters. We check our phones screen times to see how many daily “pick-ups” we had that week and what were the top apps that garnered our attention. The average teenager picks up their phone 1500 times a week to check on something so I wanted to see how often they were checking their phones and why. Not surprisingly, social media were the top reasons, but when I looked at my phone, I was shocked. I was picking up my phone an average of 130 times a day and Facebook was one of the top reasons why. That means, even though I no longer had it on my screen and notifications were turned off, I was still searching for it and spending time on it. It was time to enact phase three and completely remove it from my phone. The graphic below is what my pick-ups look like now:

    Avoiding the Teacher’s Lounge

    I’m not a psychologist and I don’t even play one on TV, but I can speak to my own mental health and how I feel when it comes to interacting with various social platforms. Facebook turned into a time-suck and with the recent presidential election, also a very negative place. When I was a classroom teacher, I used to eat my lunch in the teacher’s lounge at the school. Over time I noticed that generally the lounge was a place where teachers could vent about their students, their parents, or their colleagues. I think some venting isn’t a bad thing, but as someone who considers himself a pretty positive person, it made me feel more and more negative. I would leave the lounge feeling worse than when I got there. After my second year of teaching, I made a decision to not eat lunch in there ever again.

    Facebook and TwiX have turned into that negative teacher’s lounge for me.

    Attention vs. Intention

    We only have a limited amount of time on this planet. We all die at some point, that’s the reality of life. As I was doing some back-of-the-napkin math about my hours spent scrolling funny short videos, I had a major realization. I was spending almost 1.5 hours a day binging mindless entertainment. If you add up all that time, it comes out to just over 3 weeks each year spent just scrolling. While I get some joy out of watching cooking videos or fun places to visit, I think it’s safe to say I needed to reduce that time. My goal at the start of this school year was to reduce that by at least a half an hour each day, earning me back a week of time every year to do something more productive or joyful.

    So far, I’ve exceeded my goals and actually feel better as a result. More time walking the dog, playing cribbage with my wife, or listening to music with my kids. More time to enjoy what being human means. My battle between my attention and social media needed to have some better ground rules. I needed to be in charge of where, who and what garners my attention going forward.

    In essence, I needed to put  INTENTION  ahead of my  ATTENTION  when it comes to social media. I still check Facebook on the browser of my computer when I feel the need and admittedly, on occasion, I’ll find myself searching for it on my phone like a long lost cousin. Overall, the change has been extremely beneficial to my mental health but does come with some headaches as friends will share posts with me that I can’t see on my phone. When that happens, I go to my computer when I have a moment to check on what was sent. But it doesn’t feel like a priority like when it was on my phone.

    All this said, I had one final challenge that I needed to overcome. I got on Twitter in early 2009 and spent the last 15 years building a community, making connections, and learning from others on there. The last few months, I’ve not found that joy that I once did from being on the platform. The algorithms seemed to be more out of whack then ever (likely the Elon-effect). So last night, I skipped my 3-phase approach and headed straight to the exit. Here’s the video (turn up the sound) that I, ironically posted on Instagram/TikTok:

    Next Steps

    I haven’t completely abandoned those platforms but will spend the next several months focusing on putting my intention over things that want my attention. I’m going to make time to reflect on how I feel when I interact with certain platforms (Instagram and TikTok…you are on notice!) Before I go to a social platform, I’m going to make sure it is for a purpose, not for a distraction.

    This isn’t a panacea or one-size-fits-all approach. It’s a one-size-fits-Carl approach. If you are someone that connects with what I’ve posted here, I hope you’ll join me on this journey and share as well. I’ll be spending my time with intention on K12Leaders (@carl is my handle) and BlueSky (@hookertech). Connect with me there and let’s start this grand experiment over. But this time, let’s try and get it right. 🙂

    Posted by: Carl Hooker

  • Teachers ARE Leaders!!!!

    Teachers ARE Leaders!!!!

    “Leadership is not about being in charge.

    It is about taking care of those in your charge.”

    ~ Simon Sinek

    Let’s get something loud and clear right off the bat: YOU ARE A LEADER. Yes, YOU! Whether you’re a first-year teacher, a seasoned principal, a lunch lady, a substitute, a speech therapist, or a band director, we are ALL responsible for leading the education industry forward. K12Leaders is calling your name, and here’s why you need to answer the call.

    Forget the Title – It’s About Impact!

    Ever hear the saying, “You don’t need a title to be a leader”? It’s true. You don’t need a corner office or a string of letters after your name to make a difference. Think of it this way: If a nurse can lead a patient to better health and a paralegal can steer a case to success, why can’t you, in whatever role you play, lead our students to greatness?  Every role is vital, every person a leader.

    “The function of leadership is to produce more leaders,

    not more followers.”

    ~ Ralph Nader

    Are you leaving Twitter?

    Don’t be fooled!! Other platforms don’t prioritize education like we do. K12Leaders is designed BY teachers FOR teachers. We get you. We share your struggles, your triumphs, and your passion for shaping young minds. So why not join a platform where your voice matters!!? ?

    The Education Profession: A Collective Force

    By and large, the education profession is full of talented, dedicated professionals who can make a huge difference if they start seeing themselves as leaders. They don’t need the fancy sign on their desk or the accolades. They just need to speak up, champion the cause, and fight for what kids deserve.

    “A leader is one

    who knows the way,

    goes the way,

    and shows the way.”

    ~ John C. Maxwell

    If Not YOU, Then WHO?

    So, to all the educators out there—if not YOU, then WHO? Who will lead the change, advocate for students, and inspire the next generation? We need you at K12Leaders to do the hard work, together.

    Join us. Lead with us. Be the difference.

    See you there!

    @Suzy, on behalf of the K12Leaders Team

  • Why Certifying Substitute Teachers is Crucial for Every Classroom

    Why Certifying Substitute Teachers is Crucial for Every Classroom

    Imagine walking into a doctor’s office and discovering that your doctor for the day is a substitute—someone with no formal medical training or certification. You’d likely feel anxious and worried about their ability to meet your needs. You most likely would walk out and reschedule your appointment. This situation, though extreme, mirrors what happens in many classrooms when schools place uncertified, unprepared substitute teachers in charge. While substitute teachers may not need to perform surgeries, they do have a significant responsibility: guiding, supporting, and educating students when the regular teacher is absent. This is why certification and proper training for substitute teachers should be a priority for every educational institution.

    Substitute Teachers: More Than a Stopgap Solution

    Substitute teachers are more than just temporary placeholders. They are the linchpins that hold a classroom together during a regular teacher’s absence. A well-prepared substitute can maintain the continuity of learning, minimize disruptions, and ensure that students stay engaged and productive. However, without proper training, substitutes might struggle to manage the classroom effectively or adhere to school policies, potentially compromising students’ education and well-being.

    The skills and knowledge required to succeed in a classroom—understanding lesson plans, managing student behavior, and creating an inclusive environment—are not intuitive. These require training, which is where certification courses come in. Certification helps equip substitute teachers with the tools they need to thrive, ensuring they understand the role and responsibilities of a temporary educator.

    Understanding the Complexities of the Classroom

    Today’s classrooms are as diverse as ever. Substitute teachers might find themselves teaching students with special needs, English language learners, or high achievers who require advanced instruction all in one classroom. Navigating these needs without preparation is unfair to both the substitute and the students. Certification gives substitutes a solid foundation in supporting diverse learners and adapting to varied classroom needs.

    • Supporting Special Needs and Gifted and Talented Students: Certification programs teach substitutes how to prepare for and support students needing extra attention or having unique learning needs. This can make all the difference in maintaining continuity in their learning.
    • Cultural Responsiveness: Certified substitutes are better equipped to create an inclusive environment where students feel respected, seen, and heard, regardless of their background.
    • Managing Student Behavior: Classroom management is often cited as a significant challenge for substitutes. Certification offers practical strategies for maintaining order and engagement, turning potential chaos into a productive learning session.

    Navigating Legal and Ethical Standards

    A classroom is a complex space governed by various legal and ethical considerations, especially when working with special education students or adhering to district policies. Certified substitutes are trained in these areas, ensuring they understand the responsibilities that come with the role. This training helps them make informed, ethical decisions that align with district standards, reducing the risk of misunderstandings or legal issues.

    Certification ensures that substitutes are aware of the professional boundaries and conduct expected in a classroom. This safeguard for the school also provides peace of mind for parents, knowing their children are in capable hands.

    A Small Investment, A Significant Return

    The idea of requiring certification might seem like an additional expense or hoop to jump through, but it’s an investment with significant returns. A certified substitute is more likely to foster a positive classroom environment, reducing behavioral issues and improving student outcomes. This means fewer headaches for administrators, more productive classrooms, and, ultimately, a better experience for students.

    When substitutes are prepared, it shows in their ability to jump into any classroom and keep learning on track. Schools prioritizing certification essentially say, “We value every student’s learning experience, every day, no matter who is teaching.”

    Access Certification Resources Today

    For schools looking to elevate their substitute teacher program, consider providing access to a certification course and accompanying resources. Certification courses like “The Fundamentals of Substitute Teaching K-12” offer comprehensive training on effective classroom management, creating inclusive environments, and supporting diverse learners. With this training, substitutes can walk into any classroom with the confidence and skills they need to succeed.

    Don’t leave your classrooms to chance. Equip your substitutes with the tools they need to become valuable contributors to your school’s learning community. After all, if we wouldn’t settle for an uncertified doctor, why would we settle for an uncertified substitute teacher?

    Posted by: Dr. Kathleen A. Dawson

    This article was developed through a collaborative process where Dr. Kathleen A. Dawson provided the key insights and direction, while an AI assistant supported in refining the content and structure, ensuring the message was clear, persuasive, and accessible to a wide audience. Together, they crafted a compelling call to action on the importance of certifying substitute teachers.

  • School Principals as Scrum Masters: Leading Agile Change in Education

    School Principals as Scrum Masters: Leading Agile Change in Education

     In the fast-paced world of software development, the Scrum Master is a key figure who helps teams navigate complex projects and deliver results efficiently. 

    The Scrum Master acts as a facilitator, coach, and problem-solver, ensuring that everyone is aligned, motivated, and working towards a common goal. 

    A Principal reading this description might think, “that’s exactly what I do everyday.”  The role of a school Principal shares many similarities with that of a Scrum Master. 

    The term “Scrum Master” comes from the sport of rugby. In rugby, a scrum is a formation where players huddle together and push forward as a team.  It looks like organized chaos.  Just like in a rugby scrum, a Scrum Master helps their team work together effectively to achieve their goals.   

    The idea of the orderly mayhem of a rugby scrum, pushing the pile forward resonated with my time as a school leader.  The Principal role is more complex than ever before. They’re not only tasked with managing day-to-day operations but also with driving innovation and change to ensure students are prepared for the future. This requires a shift in leadership style, one that embraces agility and adaptability.

    Agile project management, a methodology born in the software development world, offers a framework for navigating this complexity. And at the heart of agile is the Scrum Master, a servant leader who facilitates collaboration, empowers teams, and removes roadblocks to progress.

    It’s no surprise then that school Principals share a number of similarities with Scrum Masters.

    1. Facilitating Collaboration
      • Scrum Master: Fosters a collaborative environment where team members feel safe to share ideas and contribute to solutions.
      • School Principal: Encourages and facilitates communication and collaboration among diverse stakeholders (teachers, staff, students, parents, unions, school boards, community members).
    1. Empowering Teams
      • Scrum Master: Empowers the team to self-organize and make decisions.
      • School Principal: Empowers teachers to take ownership of their classrooms and create innovative learning experiences.
    1. Removing Roadblocks
      • Scrum Master: Identifies and removes obstacles that prevent the team from making progress.
      • School Principal: Addresses challenges that hinder teaching and learning, such as resource constraints, behavioral issues, or bureaucratic hurdles.
    1. Promoting Continuous Improvement
      • Scrum Master: Facilitates regular retrospectives to reflect on what’s working and what can be improved.
      • School Principal: Encourages ongoing professional development and data-driven decision making to continuously improve teaching and learning.
    1. Servant Leadership
      • Scrum Master: Serves the team by providing support, guidance, and resources.
      • School Principal: Serves the school community by prioritizing the needs of students and creating a positive learning environment.

    Applying Agile Principles in Education

    By adopting an agile mindset and embracing the role of a Scrum Master, school Principals can lead their schools towards greater agility and innovation. This involves:

    • Breaking down large initiatives into smaller, manageable projects.
    • Establishing a system for tracking and monitoring key processes.
    • Empowering teachers to collaborate and experiment.
    • Using data to track progress and make adjustments.
    • Celebrating successes and learning from failures.
    • Setting clear goals and prioritizing tasks.

    Agile project management offers a powerful tool for school leaders to navigate the complexities of modern education.  

    Just like a Scrum Master, a Principal’s ultimate goal is to create an environment where everyone feels empowered to contribute their best and achieve their full potential. By embracing agile principles, school leaders can foster a culture of continuous improvement and innovation, preparing students for success in an ever-changing world.

    Posted by: Greg Runyan

    Greg is an innovative professional with broad-based expertise in teaching and educational administration. Throughout his 20 years in the classroom and as a school and district administrator he has sought to foster new approaches to improving student engagement and learning.

    Greg founded Pioneer Ed Strategies to bring best practices for solving problems from the tech and design industries to address the challenges facing schools today. His mission is to help school leaders implement creative solutions that enhance teaching and learning.

  • Education in the Simulation Century

    Education in the Simulation Century

    AI in Education: Navigating the New Frontier

    In the latest episode of “Education and the Simulation Century,” host Linda Bernard sat down with Carl Hooker, a veteran educator and author, to discuss the transformative impact of artificial intelligence on education. As we stand on the brink of an AI revolution in classrooms worldwide, Hooker’s insights offer a roadmap for educators looking to embrace this technology while maintaining the core values of education.

     

    The Promise of AI in Education

    Artificial Intelligence presents two significant opportunities in education:

    1. Personalization: AI tools can help tailor learning experiences to individual students’ needs and interests, a goal educators have pursued for decades.
    2. Equity: AI can provide resources and support to students who may not have access to tutors or extensive parental help, potentially bridging the achievement gap.

    Integrating AI Responsibly

    Hooker emphasizes the importance of age-appropriate AI integration. He recommends introducing AI concepts using user-friendly tools like Canva, Adobe, and Padlet. These platforms offer AI-powered features that can ease teachers and students into using artificial intelligence for educational purposes.

    One innovative activity Hooker suggests is using Padlet’s “I can’t draw” feature for creative exercises. For instance, students could generate images based on song lyrics or create superhero versions of themselves, fostering engagement and imagination.

    Maintaining Academic Integrity

    As AI becomes more prevalent, concerns about cheating and academic integrity arise. Hooker proposes a shift in focus:

    • Emphasize the learning process over the final product
    • Encourage students to reflect on their learning journey
    • Promote transparency in AI use

    Educators can maintain academic integrity while embracing new technologies by valuing the process and encouraging open discussion about AI utilization.

    Empowering Teachers in the AI Era

    Many teachers feel overwhelmed by the prospect of incorporating AI into their classrooms. Hooker suggests:

    • Start with personal, non-work-related AI applications to build comfort
    • Explore how AI can assist with time-consuming tasks like IEP generation and lesson planning
    • Use tools like Magic School or School AI, which offer various AI-powered resources for educators

    The Irreplaceable Human Element

    While AI offers numerous benefits, Hooker stresses the continued importance of human connection in education. Teachers provide crucial elements that AI cannot replicate:

    • Empathy and emotional support
    • Motivation and personalized encouragement
    • The ability to adapt to students’ emotional needs and daily challenges

    To maintain this human connection, Hooker recommends creating purposeful “no AI” activities and challenging students to outperform AI in creative tasks.

    Cultivating Essential Skills and Mindsets

    As we navigate this new era of education, Hooker identifies key attitudes for educators:

    • Accept that AI is here to stay and will be part of students’ futures
    • Focus on preparing students to use AI appropriately and ethically
    • Maintain a cautiously optimistic approach to AI integration
    • Avoid anthropomorphizing AI, especially with younger students
    • Be aware of the potential for over-attachment to AI and robotic companions

    Looking Ahead

    The integration of AI in education presents both exciting opportunities and significant challenges. By approaching this new frontier with openness, critical thinking, and a focus on human connection, educators can harness the power of AI to enhance learning while preserving the irreplaceable role of teachers in shaping young minds.

    As we continue to explore the intersection of AI and education, it’s clear that the future of learning will be shaped by those who can balance technological innovation with timeless educational values. The journey ahead is complex, but with thoughtful implementation and a student-centered approach, AI has the potential to revolutionize education for the better.

  • Spark School Transformation: The Power and Potential of a School-Improvement Sprint

    Spark School Transformation: The Power and Potential of a School-Improvement Sprint

    As school leaders we want to invite new, innovative strategies to elevate teaching and learning.  How we balance this without overwhelming an already taxed staff is a true leadership challenge. Initiative fatigue is real.  

    If we look outside education, we find an approach, the Design Sprint, that offers promise and potential.  Reframed for addressing educational challenges, the School-Improvement Sprint offers a structured path to drive meaningful change within the context of ever-present demands and limited resources.

    What is a School-Improvement Sprint?

    A School-Improvement Sprint is an 8-week intensive process, inspired by Design Sprints, a methodology pioneered at Google Ventures to foster rapid innovation and problem-solving. Design Sprints have been successfully applied in various industries to accelerate product development, streamline processes, and tackle complex challenges.

    In schools, the “sprint” framework allows educators to test innovative ideas quickly.  The sprint brings together a diverse team of educators, administrators, students, and other stakeholders to address a specific challenge. The focus is short-term, and narrowly confined, thus addressing concerns of initiative overreach that frustrate educators.  The goal is to try new solutions to vexing challenges and quickly learn what works and doesn’t work. 

    The School-Improvement Sprint fosters innovation through:

    • Focused Problem-Solving: By zeroing in on a specific challenge and setting clear goals, School-Improvement Sprints eliminate distractions and create a sense of urgency, fueling creativity and productivity.  
    • Collaboration and Diversity: Bringing together diverse perspectives ensures that solutions are considered from all angles, leading to more innovative and robust outcomes.  
    • Rapid Prototyping and Testing: By quickly creating and testing tangible ideas, School-Improvement Sprints allow teams to gather valuable feedback early in the process, mitigating risks and accelerating learning.  
    • User-Centric Approach: School-Improvement Sprints prioritize the needs and experiences of teachers and students, ensuring that solutions are relevant, practical, and impactful.  

    The 8-Week School-Improvement Sprint Journey

      • Week 1: Align & Identify
        Once the “Sprint Team” of diverse stakeholders is identified, the sprint is kicked off with a dynamic full-day workshop.  The team will:

        • Identify the Challenge: Clearly articulate the problem or opportunity you wish to address.
        • Brainstorm Innovative Solutions: The short-term, focused nature of sprints allows testing of unique, out-of-the box ideas.
        • Focus and Prioritize: Evaluate and select the most promising solution to implement that has the greatest potential impact on teaching and learning.
        • Develop Implementation Plan: Determine the process and steps necessary to implement chosen solution.
        • Establish Key Metrics: Determine the data that will be collected during the implementation phase of the sprint.
      • Weeks 2 – 7: Implement & Track
        Test, iterate, and learn.

        • Pilot: Implement your solution in a controlled environment with a small group.
        • Gather Valuable Insights: Collect feedback and data from the pilot to assess effectiveness.
        • Analyze and Adapt: Scrutinize results and make necessary adjustments to your solution.
        • Check-in: Hold weekly sprint team meetings to support each other, evaluate progress, and address potential roadblocks.
      • Week 8: Review & Reflect
        At the end of the sprint, the team comes back together to do a deep dive into the results.

        • Review data: What story do the key metrics and data captured tell.
        • Determine next steps:  Assess the best path forward.  Options could include adjusting the solution and running another sprint; rolling out the solution to the broader school community; going back to the drawing board.
        • Communicate: Share what was learned with the broader community of stakeholders, both successes and failures.  

    The Essential Role of a Skilled Facilitator

    A skilled facilitator is important to the success of a School-Improvement Sprint.  The staff are the experts, implementing the sprint.  The facilitator acts as the guide, steering the process, ensuring the team remains focused, productive, and aligned. Their expertise encompasses:

    • Process Management: Navigating the team through the Sprint stages, overcoming obstacles, and maintaining momentum.
    • Creative Facilitation: Fostering an environment where collaboration and innovation flourish.
    • Equitable Participation: Managing diverse perspectives and making sure the process is inclusive and everyone feels heard and valued.
    • Decision-Making: Guiding the team towards consensus and actionable outcomes.
    • Time Management: Optimizing productivity within the workshops and meetings throughout the 8-week timeframe.

    Share Your Thoughts!

    The School-Improvement Sprint, built upon the proven foundation of Design Sprints, holds immense potential to transform teaching and learning. I’m eager to hear your thoughts on this approach. Have you experimented with similar methods in your school? What challenges and successes have you encountered?

    Share your feedback and comments – let’s spark a conversation about how we can collectively innovate and create thriving learning environments for all students.

    Posted by: Greg Runyan

  • Free Pass to FETC

    Free Pass to FETC

    First time to FETC? Habitual attender? Either way, join the FETC Community on K12Leaders for a chance to win a FREE pass to FETC 2025 in Orlando, Florida!

    Join your fellow FETC attendees, presenters, and exhibitors in a public forum moderated my non-other than Mr. Carl Hooker! Ask you question, share your plans, publish your sessions, and expand your network to get the most out of your time at FETC!

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  • Making Summer Count!

    Making Summer Count!

    Hey there, you EdTech Leader!

    If it hasn’t already, your school or district is likely about to wrap up for the summer, and I know you’re ready to take advantage of the reduced student traffic in your buildings to catch up on some overdue tasks. So, I’ve got a question for you: What are you doing to make this summer count?

    I bet you’ve got some incredible ideas brewing to make your schools improve, and that’s why I’m inviting you to share your summer edtech priorities in this quick survey!

    Your input will be interesting to other K12Leaders who are figuring out how they can balance their device maintenance along with recharging their own batteries. Whether you’re exploring AI-powered tools, designing immersive learning experiences, or revamping your IT infrastructure, your perspective is invaluable.

    Let’s share, inspire, and create a summer that will have a lasting impact on our schools and learners!

    Cheers!

    Dana, K12Leaders Advisory Board

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