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.
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.
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.
The role of substitute teachers has grown increasingly significant as schools work to provide quality instruction with the growing frequency of teacher absences. Substitute teachers were once viewed as occasional stand-ins, but today, they are essential for educational continuity. Schools face a dual challenge: ensuring there are enough substitutes available, while ensuring students still receive quality instruction during these periods. Interestingly, there may be ways that the push for quality actually increases the staffing pool.
As a point of reference, before the Pandemic, students spent around 10% of instructional time with substitutes—a figure that has since doubled to nearly 20% as districts grapple with persistent teacher shortages The Journalist’s Resource.
This shift raises a vital question: Are today’s substitute teachers adequately prepared to meet classroom demands?
School districts face ongoing challenges in filling substitute positions. By late 2023, 77% of district leaders reported “considerable” difficulty in finding substitutes, and over 93% experienced at least some staffing shortage National Center for Education Statistics.
Many districts have implemented temporary solutions, such as increasing pay, lowering qualification requirements, and recruiting college students and parents K-12 Dive. While these measures help keep classrooms staffed, they often do little to ensure students receive quality instruction while their regular teacher is out.
A well-prepared substitute teacher plays a critical role in maintaining a stable and engaging learning environment. It’s no surprise that poorly managed classrooms often lead to disengaged students, behavioral issues, and lost instructional time. In contrast, capable substitutes uphold lesson continuity, engage students, and foster a positive classroom atmosphere The Thomas B. Fordham Institute.
Unfortunately, substitutes generally lack access to professional development opportunities available to full-time educators, which impacts their effectiveness. While 80% of large districts have raised substitute pay since early 2022, many districts are now recognizing that structured training and certification are essential to improving substitute teaching quality Red Rover.
One effective approach to improving substitute teaching quality is certification. Programs like the The Fundamentals of Substitute Teaching K-12—a certification course offered by TransendED Learning through K12Leaders—equip substitutes with essential skills and strategies for effective classroom management and engagement. Key training areas include:
Classroom management techniques
Student engagement strategies
Adapting to diverse educational environments
“In my years working across various districts, the need for skilled and dependable substitute teachers has been a constant challenge. I’ve seen first-hand how the lack of training and preparedness can impact not just the classroom environment, but student learning as a whole.” say’s Dr. Dawson. “This online pathway for subs introduces essential classroom management skills, engagement strategies, and a clear framework to succeed from day one. This program should both address the staffing gap and raise the bar for what we expect from our subs.”
This certification provides substitutes with comprehensive preparation, building both their skills and confidence, and also coaches them through creating a “survival kit” of resources to help them be ready for any challenges they face in the classroom.
Certification also helps address one of the core issues substitutes face: assignment inconsistency. Districts are more likely to rely on certified substitutes, knowing they meet quality standards required for successful classroom management and instruction. This consistency benefits both substitutes, who gain regular assignments, and students, who receive dependable, quality instruction K-12 Dive.
Certification and training programs can increase a district’s substitute pool by empowering more individuals to consider these roles. Many potential substitutes may be intimidated and hesitate due to a lack of confidence or preparation. With formal training, they gain the knowledge and skills necessary to succeed, making them more likely to enter the classroom as substitutes. Not only does this expand the substitute pool, but it also raises the quality of instruction, as certified substitutes are better equipped to manage classrooms effectively Red Rover.
Investing in substitute teacher certification isn’t merely a temporary fix for staffing shortages; it’s a sustainable strategy for enhancing instructional quality. Certified substitutes do more than just fill a gap. They engage students, follow lesson plans closely, and contribute to a positive learning environment. Districts that prioritize certification set a high standard for substitute teaching, recognizing the long-term value of well-prepared substitutes.
With federal pandemic relief funds winding down, districts increasingly need sustainable solutions for staffing challenges. Certification provides one such solution, transforming substitutes from temporary classroom managers to skilled educators ready to teach whenever needed National Center for Education Statistics.
By reflecting on these questions, district leaders can make informed decisions to enhance substitute teaching programs. Programs like the “Professional Pathway” offer a structured way to improve substitute quality and positively impact student outcomes K-12 Dive.
The demand for substitute teachers remains steady, and the need for quality instruction—whether from a permanent teacher or a substitute—remains essential. Investing in certification helps ensure that every classroom has a teacher prepared to lead.
Districts prioritizing higher standards for substitute teaching should consider easy access certification programs like Dawson’s The Fundamentals of Substitute Teaching K-12 to support both their educators and students. Quality substitutes make a lasting, positive impact, contributing to the stability and effectiveness of our educational systems.
Essential Questions for School Leaders
To assess their substitute staffing and training needs, district leaders can consider the following questions:
What percentage of instructional time in our district is led by substitute teachers?
How does the quality of substitute-led instruction compare to that of permanent staff?
What training and development opportunities are available to substitutes?
Are substitutes included in our professional development programs, and if not, why?
What steps ensure that substitutes have the necessary classroom management skills?
How can we support substitutes in becoming consistent and reliable members of our educational team?
What long-term benefits could substitute certification bring to our district?
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.
In the realm of education, there are always unpredictable moments; the meticulous plans of educators may take unexpected turns and detours. Many educators are too familiar with the horrors of having their well-thought-out lesson plans go awry somehow.
Picture this: the teacher explains the directions and allow students to ask clarifying questions. Then it’s off to the races, as the students begin working while she walks around the room to facilitate learning. One student raises his hand; sporting a furrowed brow and a blank stare, he explains he doesn’t know what to do. A few seats away, another hand shoots into the air. This student is lost because she skipped to the middle of the assignment, missing several steps that would make her successful.
As the teacher begins answering questions and re-explaining the lesson, hands pop up all over the room.
She glances around the classroom to find that only five students are on task. The remainder of the classroom looks confused or frustrated. After an inordinate amount of time, the teacher gets everyone back on track except four who require extra prompting. She pulls those students together to break the lesson down into individual tasks for them, requiring all of her extra attention.
At the end of the day, the teacher is exhausted and feels the same feelings of frustration her students felt earlier that morning. What went wrong? With no idea what each child achieved, since they were in so many different places in the lesson, the teacher decides that the activity wasn’t worth the hassle and vows to never teach the lesson again.
The Importance of Effective Teaching Strategies
This story serves as an important reminder of the crucial need for effective teaching strategies, proper preparation of the learning environment and sustainable delivery methods, all of which must withstand unexpected disruptions and contribute to dynamic and engaging learning.
In the face of the challenge of creating an effective learning environment in all situations, the reigning champion remains one: accessible scaffolding lessons. Easily accessible scaffolded lessons not only support teachers in their planning but also elevate the student-centered learning experience. Let’s delve into the world of scaffolding, and explore the approach, benefits, and transformative impact it can have on educators and students alike.
What is Scaffolding and How Does it Work?
The technique of scaffolding, first emphasized in Lev Vygotsky’s educational theory Zone of Proximal Development (ZPD), stresses the crucial role of the teacher in a student’s learning journey. The process involves breaking down complex concepts into more manageable steps and guiding the students along the way.
Similar to scaffolding used in construction, these supports are meant to be temporary. The goal is to provide structured support while students acquire new skills but it should gradually diminish in support as students get closer and closer to mastery and competency. This approach allows students to receive just the right amount of support as they reach higher levels of understanding, independence and competence.
The Teacher’s Role in Scaffolding and its Components
Teachers play a pivotal role as facilitators in the scaffolding process. By understanding their students’ abilities and knowledge base, they can provide the right amount of support to propel them forward without the fear of overwhelming them or there being a lack of understanding.
But what does scaffolding look like in a practical application? Scaffolding can look like providing support in a group exercise before letting students work on a lesson independently. Simply, the teacher explains the assigned task or lesson and then assigns small groups to work together. During that timeframe, the teacher can assess understanding of the room by asking each group probing questions. After the conclusion of the group work, students are encouraged to work independently (if the class is ready, that is).
Scaffolding comprises various elements, including modeling, response prompting, peer support, and corrective feedback. These elements collectively create a supportive framework that allows students to grasp concepts within their ZPD and gradually take charge of their own learning.
Benefits of Scaffolding
One benefit of scaffolding lessons is that there will be an improvement in classroom behavior. When students feel supported, they tend to ask the right questions during lessons to gain a deeper understanding of the material. Overall, this makes them more involved in the learning process and more deeply engaged with the content.
When the teacher can take a step back and take on the role of a facilitator rather than strictly an instructor, this puts the students in the driver’s seat. Students are not only more inclined to ask the right questions, but they are also more likely to encourage their classmates in group sessions and are more empowered to set their own learning goals.
When students more deeply understand a lesson due to scaffolding, this lends itself to long-term learning gains. The lesson will make more of an impression on the students, allowing them to carry this newfound knowledge further and build upon it more easily.
Scaffolding lessons can also be used to provide targeted support to address individual learning needs. One of the ways this can be accomplished is through flexible grouping. This allows teachers to target their lessons to small groups or individual students, providing support at the appropriate level. Overall, scaffolding is a powerful tool for providing individual support to meet the diverse needs of each student.
Scoutlier Scaffolds the BRIM of Success
Scoutlier, our free online learning platform, is the solution to creating effective scaffolding lessons that are easily accessible. No more faltering communication or substitute teachers left without a clear lesson plan.
All you have to remember is BRIM:
B reak into steps
R esources for the task
I ndividual pace
M ake connections
When building lessons, Scoutlier creates a natural flow for scaffolding lessons for students. Lessons are built task by task, step by step. Teachers control the order of the lesson, guiding students as they build their knowledge throughout the lesson, keeping the learning goal in mind to achieve mastery of the content or skill.
In other words, you can craft lessons in Scoutlier with a step-by-step flow that guides your students toward mastery by building upon their knowledge, steering their learning journey with individualized instruction that meets their needs.
Sign up for your FREE teacher account to remove learning barriers and help unleash your students’ potential with a learning platform that allows you to scaffold all of your lessons.
In our technologically advanced society, cyber security is of critical importance. This curriculum helps students understand how the technology devices we trust can create vulnerabilities to cyber threats across all areas of our lives.
Students will learn about a wide range of risks, including:
Malware
Phishing attempts
Hacking
Identity theft
These threats can have severe consequences for individuals, organizations, and entire communities. Our curriculum goes a step further by teaching students the principles of Secure by Design.
Developed with grants from the Office of Naval Research, the Cyber ConnectED curriculum is available in the free Scoutlier platform. When combined with our hands-on kit, it offers students a comprehensive learning experience:
Explore the Internet of Things (IoT)
Learn to innovate using IoT
Develop skills to build safer infrastructure systems in the United States
This practical approach helps students grasp complex cybersecurity concepts and apply them to real-world scenarios.
Who Should Attend
Middle and High School educators passionate about bringing cutting-edge STEM education to their classrooms and enhancing their students’ digital safety skills.
As we enter this post-ESSER period, there’s a Peter Drucker quote that becomes particularly relevant for all K-12 leaders. “Management,” he wrote, “is doing things right; leadership is doing the right things.” I don’t often hear Drucker being quoted when it comes to K-12 district leadership, but he should be.
School and district leaders are constantly navigating multiple priorities and interests. The distinction between “doing things right” and “doing the right things” is crucial for leaders at every level, from classroom teachers to superintendents. It’s not enough to “manage” resources—leaders need to understand what’s important, when to focus on it, and how to balance competing priorities between student outcomes, financial resources, and community expectations. This is where conducting and participating in quality research programs becomes an essential leadership tool.
For district leaders, particularly chief business officers and superintendents, research isn’t just a “nice-to-have.” Securing funding for schools through Title I and competitive opportunities like School Improvement Grants (SIG) requires more than just good ideas. These funds are tied to evidence-based strategies, meaning that funded programs must demonstrate they improve student outcomes.
“Any leader, when making decisions about funding or innovation, regardless of the source of funding, it’s essential to act and implement with fidelity. Otherwise you’re just spending money, not leading and not moving forward.”
Under the Every Student Succeeds Act (ESSA), schools receiving Title I funds are mandated to use interventions that have a strong evidence base Brookings. This requirement ensures that taxpayer dollars are spent on programs that show measurable impact and align with best instructional practices. Without research, the ability to secure and maintain funding for new programs can evaporate leaving schools unable to meet the needs of their students. Districts applying for grants must also show detailed plans for evaluating the success of their initiatives, which underscores the critical role ongoing research plays in fiscal sustainability.
Lead with Data: Join Teachers College Research Study (IRB 24-127) Now!
Understand the impact of interactive whiteboards in your district!
Bill Bass, Innovation Director at Parkway School District in Missouri says, “Any leader, when making decisions about funding or innovation, regardless of the source of funding, it’s essential to act and implement with fidelity. Otherwise you’re just spending money, not leading and not moving forward.”
The Benefits of Conducting and Participating in Research
Conducting and participating in quality research offers three immediate benefits:
Ensures efficacy and ROI for your assumptions and investments.
Identifies the unique needs of your learning community, including both educators and students.
Demonstrates leadership’s commitment to responsiveness and informed decision-making.
The Role of Reflection in Research and Funding
This connection between research and funding highlights the importance of ongoing evaluation. By collecting data and assessing the effectiveness of new programs, school leaders can make informed financial decisions, whether the programs are grant-funded or not. If a program is successful, districts can reinvest to continue the initiative or even expand its reach. If unsuccessful, funds can be redirected to better training or more promising solutions to achieve the identified goals. This cycle of research, reflection, and reinvestment is essential for balancing innovation with financial accountability.
It’s also a shared responsibility. A school’s first job is serving its students, and the process of reflection takes time and careful management. This creates an interdependent relationship between schools, academics, and solution providers. Schools contribute real-world needs, academics provide authoritative frameworks for analysis, and solution providers respond with products based on these validated market needs.
Solution providers should view themselves as vested partners in this process. Given the pressures that districts face, offerings should either include or integrate feedback loops that make it easier for schools to assess the impact they’re having with the tools they adopt.
For instance, Promethean, a manufacturer of interactive whiteboards, has a dedicated research department that regularly engages with district partners and academic institutions to conduct and provide rigorous analysis of the impact they are supporting in the classroom.
“Partnering with universities and research organizations like Teachers College, Columbia University brings rigor to the process that ensures we gain real insights from the data—insights that we can share directly with the districts themselves.”
Anna Hughes, Director of User Research at Promethean, explains the value of these partnerships, “Our focus is always on listening to the teachers, administrators, and technology staff involved in teaching and learning around the world. We’re constantly seeking evidence of impact, whether to improve our existing solutions or develop new ones. The best moments come when we recognize a challenge and see user feedback directly shaping product development.”
“We partner with universities and research organizations like Teachers College, Columbia University whenever possible. The rigor and methods they bring to the process ensure that we’re gaining real insights from the data—insights that we can share directly with the districts themselves.”
Using Research to Redirect Resources
Sometimes vendors may feel concerned about scrutiny, but an important part of any district/vendor partnership is the trust that both parties want each other to be successful. Making it easy for school leaders to evaluate success and/or identify gaps creates an opportunity for redirection—for instance, investing in additional professional development.
The history of interactive whiteboards offers a useful example. When IWBs entered the market more than 15 years ago, they were met with a rush of enthusiasm and quick adoption. Community support was overwhelmingly positive, and purchases soared. But soon, practical issues—installation, professional development, and maintenance—began to temper that excitement. As a result, classroom adoption declined, with many districts unsure whether the investment had paid off.
However, a more recent meta-analysis of 23 studies found that IWBs, when combined with well-structured, independent learning approaches, can have a positive impact on cognitive outcomes SpringerOpen.
“When you partner with an organization like the NSF, the Office of Naval Research, or MIT Critical Data you’re becoming part of an amazingly rigorous feedback loop. ”
Research, though it takes time, is essential for validating the effectiveness of new tools and strategies. Without it, school leaders are left guessing which innovations are worth the investment, risking missed opportunities or wasted resources.
Some new solutions do evolve from research-driven grants. In fact, that’s a driving factor behind many grants from organizations like the National Science Foundation and the Office of Naval Research.
“We make it a priority to participate in quality grant opportunities,” Says Dr. Luk Hendrik’s of Scoutlier, a relatively new scaffolding and enrichment platform. “When you partner with an organization like the NSF, the Office of Naval Research, or MIT Critical Data you’re becoming part of an amazingly rigorous feedback loop. By the time your offerings are ready for release they’ve already been through prolonged field tests with educators and have been independently evaluated by some of the national top educational researchers. Yes, it’s a lot more work up front, but everyone ends up benefiting from the process.”
The Hawthorne Effect and Innovation
It’s worth recalling the Hawthorne Effect, a classic example of the value of experimentation and observation. In the 1920s and 1930s, researchers at Western Electric’s Hawthorne Works experimented with changing the brightness of lighting to observe its impact on worker productivity. They found something unexpected: whether the lights were brightened or dimmed, productivity improved. Why? The workers were responding to the attention they received during the study, not the lighting changes themselves Home | American Institutes for Research.
For educational leaders, the key takeaway is that experimentation can lead to positive outcomes even before the results are rigorously studied. Importantly, this isn’t about treating staff or students as “subjects” in experiments. Instead, it’s about involving educators as collaborators in the innovation process. When teachers are supported and involved, they’re more likely to engage with new tools and teaching methods in ways that drive desired outcomes.
Professional Development and Ongoing Support
As seen with the example of interactive whiteboards, it’s critical that educators are equipped to integrate new tools into their teaching practices. While initial professional development is important, research shows that ongoing support is what drives long-term success SpringerOpen.
Schools didn’t struggle with whiteboard adoption because the technology was ineffective, but because teachers needed support to use the boards in ways that improved learning outcomes. Districts that invest not just in initial training but in ongoing professional development see better engagement and outcomes.
Professional learning communities (PLCs) are equally critical. These communities provide spaces where educators can collaborate, share experiences, troubleshoot challenges, and learn from one another. Many companies, like Apple and Microsoft, offer their own communities, but general networks like K12Leaders provide platforms where educators can stay connected with peers, trainers, and presenters long after an initial conference or training session. These networks foster a continuous flow of new ideas and encouragement, helping educators navigate the practical challenges of implementing innovative strategies in the classroom.
Join a Research Oriented PLC on K12Leaders!
Explore the intersection of research and K12 education in this growing community. Led by experienced educators and researchers, we discuss cutting-edge studies, share opportunities, and examine the role of evidence in shaping classroom practices. Essential questions include: How can we bridge research-practice gaps? What constitutes “good” educational research? Join us in driving data-informed decision-making in education!
In the end, it’s the ongoing learning—both through structured professional development and peer networking—that sustains innovation. Teachers can’t be expected to learn a new tool with a single training event; they need continuous opportunities to adapt, share insights, and evolve their practice.
Bass adds, “Leaders need to “create space” for teachers to be able to try new practices and tools while recognizing that some things will work better than others. Just like with students, teachers learn through experimentation and must have the opportunity to work through challenges and successes. This takes time, energy, and collaboration which are all critical elements of the ongoing support when adopting or implementing new solutions.”
Leading with Research
How do we, as a district, contribute to research on topics we care about? This is an essential question for today’s educational leaders. Beyond using research to guide decisions, district leaders have a responsibility to contribute to the research that shapes the future of education. In an era where technology, tools, and methodologies are evolving rapidly, leaders must ensure their communities’ voices are represented in broader conversations about what works in education.
District leaders who engage in research contribute to the collective knowledge base, not just for their own benefit but for the benefit of students and educators everywhere. Whether it’s partnering with vendors conducting efficacy studies or collaborating with universities, districts have an opportunity to drive the innovations that will shape the next generation of learning tools.
Moreover, participation in research allows districts to tailor solutions to their specific needs, rather than waiting for external solutions to be presented. Leadership in this context means helping to discover what works best within the unique context of a community, ensuring that the tools and strategies developed reflect the diverse realities of today’s schools.
Research, Reflect, Reinvest, or Redirect
“Research and reflection helps us be strategic, not just reactive, with our resources.”
Leo Brehm, Assistant Superintendent for Finance, Business, and Technology at Dighton-Rehoboth in Massachusetts says, “Managing a budget requires more than just oversight; it really requires thoughtful reflection and the ability to make informed decisions. By reallocating funds to areas where we know, through research and careful evaluation, they’ll have the biggest impact, we make sure that each dollar is working to support student success. Research and reflection helps us be strategic, not just reactive, with our resources.”
The challenge for today’s educational leaders isn’t about choosing between innovation and a balanced budget- it’s about finding the balance that enables both. By establishing systems for ongoing evaluation, school leaders can reflect on the impact of their investments and make informed decisions about whether to reinvest in successful programs or redirect resources toward more effective solutions.
As Drucker’s wisdom suggests, leadership is about “doing the right things.” That means ensuring that every decision, whether grounded in research or driven by experimentation, aligns with the ultimate goal of improving student outcomes. With a careful balance of strategic risk-taking, data-driven evaluation, and fiscal responsibility, K-12 leaders can ensure their districts remain innovative, adaptable, and prepared for whatever the post-ESSER future holds.
Fiscally responsible leadership requires balance : Effective leadership in K-12 education is about making informed decisions that balance student outcomes, financial resources, and community expectations.
Research is essential for securing funding : Districts need evidence-based strategies to secure Title funding and other competitive grants like School Improvement Grants (SIG), ensuring that funded programs lead to measurable improvements in student outcomes.
Ongoing reflection drives financial sustainability : School leaders must continuously evaluate the success of programs and make data-driven decisions to reinvest in successful initiatives or redirect funds to more promising solutions.
Collaboration is key : Schools, academics, and solution providers must work together to ensure that research reflects real-world needs and results in effective solutions.
Professional development and peer support sustain innovation : Initial training is important, but ongoing professional development and learning communities (PLCs) are critical for ensuring that educators continue to improve their use of new tools and strategies over time.
Experimentation with purpose : The Hawthorne Effect demonstrates that experimentation can lead to positive outcomes, especially when staff are involved as collaborators in the innovation process.
Contributing to research strengthens leadership : By engaging in primary research, districts not only benefit their own communities but also contribute to the collective knowledge base, influencing broader educational trends.
Long-term success requires flexibility : Leaders must be willing to reflect, reinvest, or redirect resources based on research and ongoing evaluation to ensure sustained innovation and financial responsibility.
Essential Leadership Questions:
How are we ensuring that our decisions about funding and innovation are based on evidence and research?
Are we participating in or contributing to research that will directly benefit our district and shape the future of education?
How can we better collaborate with academics and solution providers to align our needs with research-backed strategies?
Are we providing enough ongoing professional development and support to ensure that our educators can effectively use the tools and strategies we implement?
How do we maintain the balance between fiscal responsibility and long-term financial sustainability?
What feedback loops are in place to help us assess whether the tools and solutions we adopt are having the desired impact?
How can we encourage a “growth mindset” and culture of innovation, where staff are active collaborators in suggesting, testing and refining new ideas?
Are we flexible enough in our approach to reinvest in successful initiatives or redirect resources when programs aren’t delivering expected results?
How do we create opportunities for educators to learn from each other and take advantage of opportunities to experiment?
Teachers College, Columbia University invites you to participate in a research study (IRB approval (ID: 24-127)) on interactive whiteboards’ role in student engagement. By joining, you’ll gain early insights into technology’s effect in the classroom, helping your district make data-driven decisions for future tech investments.
Be Part of the Research
Minimal Disruption : One classroom observation, plus a quick, anonymous survey.
Actionable Insights : Anonymized findings specific to your district, shared exclusively with you.
Future-Ready : Help shape research that informs technology funding and planning decisions.
Sign Up Now to Learn More!
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Why Participate?
Inform Your Technology Investments : Gain early insights into how interactive whiteboards affect engagement, allowing you to allocate resources strategically.
Minimal Classroom Disruption : The study involves a single-day classroom observation and a brief, anonymous survey for participating teachers and students.
Valuable District Insights : Receive anonymized, trend-level data that can inform instructional planning and align with district improvement goals.
How It Works:
This study is coordinated between Teachers College, Columbia University, Promethean, and K12Leaders.
One Day of Observation : We’ll observe standard classroom activities with no changes required.
Short Surveys & Interview : A quick survey follows the observation, alongside a brief teacher interview to capture essential feedback.
Receive Anonymized Results : All findings are aggregated and shared with your district, supporting evidence-based decision-making for future technology adoption.
If you’re interested in advancing research-driven leadership in your district, respond here to receive more details or schedule a conversation to explore this opportunity.
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.
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).
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.
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.
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.
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.
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:
Personalization: AI tools can help tailor learning experiences to individual students’ needs and interests, a goal educators have pursued for decades.
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.
