Field Trip

“If you don't know where you've been, you don't know where you're going.”That's what Derick Sibley, MBA, RTSBA, SFO, Director of Finance and Accounting at Pleasant Grove ISD in Texarkana, Texas, has to say about data. Establishing trends and examining historical financial data and other vital statistics is critical for any school district that wants to avoid financial risk. (That's all of them, of course.)Today on Field Trip, Derick and Senior Analytics Advisor Travis Zander join us for a conversation about key performance indicators. In particular, there are eight that every school business official should track over time.Tune in to find out what they are, and what insights they can provide for your school district as you make decisions with an eye toward the future (and the past).

School districts collect a wealth of data — data that often lives in various disconnected systems or spreadsheets that make it difficult to understand and work with. While many K-12 leaders recognize that data can be useful, the in-depth analysis that makes it possible to use data to inform strategic decisions about student programs or financial planning can often feel out of reach.Dr. CyLynn Braswell has spent 20 years in public education in roles ranging from teacher to executive director. She now works for Frontline Education, helping schools use the data at their disposal to evaluate student programs, identify at-risk students, increase equity, and ensure that resources are allocated for maximum impact.We sat down with her to explore:The obstacles that often stand in the way of using data to inform decisionsKey issues that school districts should be thinking about they welcome students back in the fall — and how using data can help set them up for successCurrent trends at the intersection of education and analyticsThe single biggest question that district leaders can ask and answer with data to drive greater student outcomes and achievementJoin us for this exciting, practical look at how data can be used to make a meaningful difference in the lives of students!Also check out:Case Study: Compton Unified School District uses Frontline Student Analytics to identify students who would benefit from intervention.eBook: Moving the Needle: Improve Student Performance by Correlating and Analyzing Multiple IndicatorsFrontline Student Analytics: Close the digital divide, address learning gaps, eliminate equity and achievement gaps, and more. See it in action.

School business officials have a crucial role to play for school districts. Not only are they in charge of balancing the budget for the school year, but they're also tasked with anticipating future financial plans, sometimes half a decade down the line. Compound that with responsibilities you might not think come with the job – like, say, finding missing kindergarteners – and you have a position that's integral to a modern district's functioning.In this episode, John Brucato, Assistant Superintendent for Finance and Operations at Briarcliff Manor Union Free School District in New York state, gives us an enhanced view into what a school business official thinks about— and the importance of data not just in the short term, but for predicting the future as well. We'll discuss how being prepared with a view of the district's data helped him land his current job, along with:Why being a school business official is about more than just numbersHow data impacts an SBO's day-to-dayThe importance of refining a long-range financial plan as you go

School district negotiations with teachers unions can be challenging. School business officials not only have multiple stakeholders to work with and keep informed — including the school board, administration and staff, and the surrounding community — they are also tasked keeping the district solvent in the long term. Without a solid picture of the districts' financial status both now and projected into the future, it's hard to know how dollars should be allocated in union negotiations.In this conversation with Kim Knight, Executive Director of Business Services at Dieringer School District in Lake Tapps, Washington details the role that analytics play in providing that financial picture, and how she and her team prepare to come to the collective bargaining table. She describes:The questions they ask and the data they look at to answer themHow they prepare and present data to teachers unions, the school board, and the community, to tell the story of where the district's finances are today, and where they expect them to be in the futureHow clear, solid data and analytics helps to build trust between parties during collective bargainingHow the use of analytics ultimately helps their business office decide how to put funds to the best use to serve students

Schools are swimming in data — but there's a difference between having data and using it to make better decisions. Since early 2020, most people have seen more charts and graphs than perhaps ever before, but using analytics in schools correctly is a developed skill.How do you take all those numbers in a spreadsheet and turn them into something useful for driving decision-making? How can schools avoid being data-rich but information-poor?Dr. Adam Cibulka has spent 15 years in public education, and today works to help school districts get more out of their data with Forecast5 Analytics, now part of Frontline Education. He discusses:What analytics bring to the tableHow school and district leaders can use analytics to inform decisionsHow the right tools can help – or hinder – districts in making the most of analyticsThe steps leaders need to take to effectively use (and not just have) dataCommon questions districts seek to answer with dataThe biggest barriers schools face in trying to get the most out of their dataRelated Resources:[Blog] Using Analytics to Support Students in the Middle of a Pandemic[Blog] 5 Principles for Decision-making Using K-12 Talent Data

While most people might picture buses, crowded hallways, and teachers working in bustling classrooms, the behind-the-scenes work is just as vital. All the work that goes into making school happen: recruiting and hiring teachers, custodians, coaches, bus drivers, food service employees, nurses, and everyone else who makes it possible to open school each day. Onboarding those employees, and providing ongoing professional learning opportunities. Ensuring substitutes are in classrooms. Making sure supplies are ordered. Running payroll. Scheduling bus routes.Part of operating an organization as complex as a school district is ensuring that the right information gets to the right people, so they can work efficiently and make the best decisions. That requires technology, getting departments to work together, and quite often, managing change.In this episode, we speak with Dr. Russell Miller, Assistant Superintendent for Human Resources for Andover Public Schools in Kansas, about his district's efforts to implement new processes and software systems to be more effective and work across departments more easily. We cover:The biggest blockers to efficiency and effectiveness in school administrationHow they brought their software systems together to move away from paper and make information more readily accessibleHow systems thinking helps his team hire and onboard more effectivelyHow to get buy-in from other stakeholders to make a changeWhat's needed to effectively implement a new software systemThe impact all of this has on serving students and staffRelated Resources:Change Management in K-12: What You Need to KnowChange Management in K-12: Six Change Management Models

The concern about student learning loss is real. Reduced classroom time, learning over Zoom, technology challenges, difficult home situations, mental health concerns, and heightened inequities have all contributed in one way or another to a difficult academic year.But of all the factors that affect student performance, one stands above the rest: teachers. Yet throughout the pandemic, supporting teachers’ growth took on a new wrinkle: how do you observe, evaluate, and provide feedback to teachers who are either teaching from home, or who are teaching students who are at home?In today’s podcast, Dr. James Stronge, Heritage Professor at the College of William & Mary School of Education and president and CEO of Stronge & Associates Educational Consulting, considers:The pandemic’s impact on teachers and the administrators who support themThe skills needed for effective virtual teachingPrinciples for schools as they conduct teacher evaluations in a virtual environmentHow to shape evaluations to support growth and genuinely impact student learningFor further reading:Dr. Stronge referenced several research studies in this podcast, which can be found here:Fitzpatrick, B. R., Berends, M., Ferrare, J. J., & Waddington, R. J. (2020). Virtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools (Vol. 49, No. 3, pp. 161-175). Educational Researcher. doi:10.3102/0013189X20909814Barbour, Michael. (2019). The Landscape of K-12 Online Learning: Examining What Is Known.Hattie, J. (2017, November). 250+ Influences on Student Achievement. Retrieved from https://visible-learning.org/wp-content/uploads/2018/03/VLPLUS-252-Influences-Hattie-ranking-DEC-2017.pdf

It’s no secret that when students have teachers of the same race or ethnicity, they tend to do better academically. Yet people of color make up a relatively small percentage of the teaching workforce.Today we’re joined by Dr. Searetha Smith-Collins, a career educator and former superintendent and chief academic officer, to talk about workforce diversity in education: why it matters, and steps schools can take to overcome roadblocks to inclusive hiring practices.Related Resources:4 Real-Life Stories About Equity in EducationPodcast: 5 Generations at Work. Today’s workforce consists of up to FIVE generations of people. Here’s how they’re different, how they complement each other, and how leadership can maximize each one’s strengths in schools.Podcast: Not Your Father's Labor Market. Teachers entering the workforce today are different from those who entered the profession a few decades ago. What does that mean for school districts?Podcast: Grow Your Own Teachers. When leaders at this school district wanted a teacher workforce that reflected the diversity of its student body, the answer was right in front of them.The Line: Resources on Equity in Education

After nearly a year of remote learning, hand washing, and six-feet-apart staying, who’s doing not doing okay? The answer is… quite a few of us, kids and adults alike.This week, Dr. Rosanne Capanna-Hodge, a psychologist and author of The Teletherapy Toolkit: Therapist Handbook for Treating Children and Teens, explores the long-term impact the pandemic has on students, teachers, and school staff:Signs to look out for in kids who may be struggling with anxiety – and how to monitor mental health when students aren’t in the buildingPractices schools can incorporate to care for mental health in the classroomHow schools can support staff who are struggling during the pandemic as wellMore Mental Health ResourcesBlog: How DC Public Schools Use Student Data to Support Mental HealthPodcast: Are Schools Prepared for the Mental Health Crisis?Interview: What Should Schools Do Right Now to Care for Students’ Mental Health Needs?

Leanne Sherred is co-founder of Expressable, a company that provides online speech language therapy services. In this conversation, Leanne shares what she observes and insights about:Why services for kids with speech and communication challenges are so crucialThe added struggles kids face during remote learningWhat schools should keep in mind as they provide remote service deliveryHow schools can work with parents and families of students receiving teletherapy to better set them up for successMental health challenges relating to communication and language issuesWant more?You got it. Here are some more related resources:Remote Special Education & Related Services Tools. A school’s ability to provide special education and related services remotely is critical during COVID-19. Here are tools to help.Working with Parents in Special Education. Working in special education can be very rewarding, but also challenging. One of the many reasons it can be challenging is working with parents.5 Strategies to Improve the IEP Process with Parent Participation. While there are no guarantees that parents and schools will agree on decisions, the positive impact of parental involvement is well-documented. And so are the challenges! Here are five strategies to increase parental participation in the IEP process and make life easier for all involved.

School closures have been tough for everyone. Administrators, district leadership, teachers, and families raced to adapt to new teaching and learning conditions. Students faced an entirely unfamiliar school experience. Already-existing inequities grew starker, and English Learners faced extra hurdles as teachers and families often struggled to communicate.In this podcast, Dr. Jessica Hazzard, an EL specialist at Cape Henlopen School District in Delaware, shares how her district tackled these issues and developed strategies they can continue to use, whether they’re remote, in person, or somewhere in between.The connection between teacher collaboration and equityHow the district carves out time for teacher collaboration during a stressful and busy timeHow reading specialists, grade level teachers, EL teachers use Remote Planning Workshops to collaboratively create lesson plansMore Content You’ll Like:Podcast: 3 Benefits of Restorative Dialogue for English Learners4 Ways to Support Staff Working with English Language Learners

Over the past 10 years, anxiety disorders among adolescents has risen 17%. Serious depression has gone up 80%. Suicide attempts are startlingly common.[1] That’s the bad news.The good news is that there is an increasing awareness of the need for student mental health care, a greater focus on the whole child. Schools are taking more steps to provide this kind of care — and more and more, they’re becoming the primary providers of care for those students. But that’s a herculean task, and it raises the question: are schools ready?In this episode of Field Trip, ten experts in roles ranging from school counselors to superintendents share how they see it:Are schools prepared to be the primary providers of student mental health care?What are schools doing well in this area? Where is there room to grow?What do schools need to be better prepared?What will the mental health care landscape look like in 5 or 10 years?And more…[1] Are Districts the Nation's Adolescent Mental Health Care Providers? (Rep.). (2020). Retrieved https://eab.com/research/district-leadership/whitepaper/are-districts-the-nations-adolescent-mental-health-care-providers/More About Mental Health in Schools:3-Step System to Identify Social, Emotional & Behavioral Issues Sooner. This 3-step approach (with examples) can help your school build a system that empowers educators, counselors, and other specialists to collect and interpret behavioral data to find students who most need intervention.10 Best Practices for Improving and Expanding Social, Emotional, and Behavioral Supports. Ten key, interconnected best practices to help you and your team effectively and comprehensively create a system to meet the social, emotional, and behavioral needs of students.5 Strategies to Build Your and Students’ Resilience. How can those on the front lines of education help students, families, and each other navigate this uncertain time?Student Mental Health in Crisis: Are Schools Ready? Go beyond the podcast and see this interview in written and video form.Mental & Behavioral Health Management: Identify patterns, determine trends, simplify documentation and collaborate with staff and parents about mental health issues in schools.

While schools are wrestling with how to re-open in the fall, Robin Cogan says there’s one perspective that is especially critical to consider: that of the school nurse. Robin is a school nurse in Camden, NJ and the author of the blog The Relentless School Nurse. She joined us to talk about:Questions schools need to answer as they consider reopeningWhy school nurses are a vital part of any school’s communityAll of the things school nurses do that most people never seePlus, how administrators can tap into the expertise their nurses bringYou may also like:White Paper: “Mitigating COVID-19 Risk: How Schools Can Help Reopen the Economy Safely”On-Demand Webinar: Top 5 Legal Strategies to Manage Student Mental Health During COVID-193 Ways Districts Can Better Handle Student Health Records

When Stephen was in school, his hand was always raised. A mind brimming with ideas, a packed schedule because he wanted to be involved in everything, an appetite for challenge. Today, Stephen is in college, pursuing a career in aerospace engineering — and we’re speaking with him and the teacher of his elementary gifted program, about what such programs can offer students.Why such programs are so helpful for gifted studentsWhere things get tough for gifted students — and where such programs fit in as schools work to serve students of all academic abilitiesA look at one district’s gifted program and the difference it continues to make in Stephen’s life, years after graduation

Right now, schools are closed across the country, as we all try to stay safe and healthy. But we all know that for educators and for parents, this doesn’t mean more downtime on the couch.You’re still hard at work, because learning goes on, at home and online. This shift has been a huge effort for schools, administrators, teachers, and staff.So today, something a little different. Normally, we bring you stories from schools around the country. Today we’re doing the same thing — sort of. Join us as we check in with the schooling that’s taking place in the living rooms and home offices of some of us at Frontline, and offer heartfelt appreciation for the work that educators are doing during this time.

“You could have a great conversation with somebody, you could talk about [teaching practice] and then, all of a sudden: ‘Okay, what was my rating?’ ‘Well, you got a ‘2’ in this area.’ And that would defeat the entire conversation.” - Jason Smith, Principal, Anna Reynolds Elementary SchoolAt Newington Public Schools, teacher evaluations look different these days. Rather than a process that focuses primarily on the nuts and bolts of generating a score, the district changed how administrators and teachers approach the observation process. They trained administrators to ask questions that help teachers reflect and be self-directed in their learning. This has made a huge difference in how teachers engage in the evaluation process and hone their practice as a result.For further reading:[INFOGRAPHIC] Key Building Blocks for a Culture of Trust in Teacher Evaluations[WHITE PAPER] Building a Culture of Trust in Teacher Evaluations[WHITE PAPER] Feedback That Matters: Using formative feedback and meaningful conversations to grow teaching practice and foster a collaborative educational environment

The Clarksville-Montgomery County School System used to outsource their substitute teacher program. But in 2014, they decided to bring it back in house — no small thing for an office of just four people, in a district with 36,000 students. But… it’s a success.A savings of over $300,000 in just the first yearA higher fill rate (99% the first year!)Over 800 substitutes hired into permanent positions since the program beganReclaimed instructional timeA culture that values and recognizes substitutes as an integral part of the teamToday, we’re speaking with Melissa Izatt, Director of Educator Quality, about the why and how behind bringing the substitute program back under their own roof.More substitute management resources:[VIDEO] Low substitute fill rates? Your substitutes might not be accepting jobs.A Roadmap to Substitute EngagementThe Substitute Teacher Shortage: What’s behind it? What can be done about it?[PODCAST] No Substitute for Customer Service

Racial equality is an important factor in ensuring every student has access to the general education curriculum. But equity in special education goes deeper yet.What does equity in special education mean? What does it look like? Today we’re speaking with Dr. Dorothea Gordon, Executive Director of Special Education at Grand Prairie ISD in Texas. Dr. Gordon helps to set a baseline definition for equity in special education, shares some highlights of GPISD’s program that have proven effective, and looks at some of the pressing issues facing educators working in special education in today’s world.Professional learning that special educators need to be effectiveThe challenges that racial minorities – often African American and Hispanic males – face in schools, especially in disciplinary situationsThe most important factors when considering how to provide equitable access to education for all students

In Louisiana, 1969: “separate but equal” is a thing of the past – in theory. In practice, schools are largely still divided along racial lines. Eileen Sanchez was a white teacher who taught in the “black school,” at least until the day students and staff were told the school was closing.In her book Freedom Lessons, Eileen details that tumultuous year and what it was like for her, the students and the other teachers. We spoke with Eileen about her experience:What she learned about race and diversityThe impact it has had on her career as a teacher and ultimately, as a district administratorWhere we are today, and the challenges and opportunities that lie ahead of education in 2020 and beyondHow teachers, administrators and department leaders like HR and C&I can work toward equity in their school systems

Note: This episode is a rebroadcast, and originally aired on July 20, 2018.A few miles east of Cleveland, Cleveland Heights University Heights School District serves primarily white community of Cleveland Heights, as well as the much larger and more diverse city of University Heights. We spoke with Dr. Talisa Dixon, who at that time was the Superintendent, about her years leading the district and working for equity:The unique opportunities and challenges faced when two very different communities share one school districtWorking with the school board to enact policies that will outlast any one personWhy equity mattersCreating change through persuasion, not forceField Trip is a podcast from Frontline Education.

DISCLAIMER: Frontline Education does not provide legal advice. Please consult your district’s legal counsel before taking action on anything discussed in this podcast.Peanut butter and jelly: a staple for children everywhere, right?Maybe when we were kids… but today, schools increasingly have to reckon with a rising number of students with allergies, many of whom now have 504 Plans that lay out in detail what accommodations must be made.We’re speaking with attorney John B. Comegno II, president and founder of the Comegno Law Group, about:How Section 504 applies to students with allergiesDoes a medical diagnosis require a 504 Plan?What is – and what may not be – required of schools under Section 504Why it’s important to be careful with language when agreeing to 504 PlansHow schools should work to ensure students with allergies have access to the same opportunities as other studentsGet More Info:See our in-depth video series with John Comegno: Understanding Section 504

Indian Hill Exempted Village School District is not large, but it has a great reputation and a culture of achievement.Like any fruitful organization, the central pillar of that success is the people at Indian Hills. Today, Superintendent Kirk Koennecke and Assistant Superintendent Mark Ault discuss how their hiring, onboarding, and ongoing professional development all contribute to teacher quality and student achievement.What the hiring process looks like from a candidate’s perspective – even when that candidate is applying for the position of superintendentHow culture plays a vital role from an employee’s earliest days at the districtThe role of community, students, and parents in creating that cultureWhat individualized professional development looks like

No Child Left Behind… Race to the Top… the Every Student Succeeds Act. All have had significant impact on teacher evaluations. Over time, have such laws led to an increase in the quality of teaching our schools?This year the Frontline Research & Learning Institute looked at the data around teacher evaluation scores. We speak with Sarah Silverman, Ph.D., of Whiteboard Advisors, the firm that partnered with Frontline to analyze the data and the author of the report, “Bending Toward Accuracy: How Teacher Evaluations Are Evolving.” We look at:Teacher evaluation scores over a 5-year period and where the data comes fromWhy those scores indicate that teacher evaluations have gotten more accurate over timeWhat you can do with teacher evaluation data in your own schools to foster growth in teachingRead the full report: “Bending Toward Accuracy: How Teacher Evaluations Are Evolving”

In the early 2000’s, Greece Central School District in New York had 25 full-time mentor teachers. After the 2008 financial crisis, that number dropped down to one, plus a handful of part-time staff.Now, the program is thriving again. Director of Professional Learning Marguerite Dimgba shares why she’s so proud of their teacher mentoring, how it fits into their broader professional learning program, and why this form of job-embedded professional learning is so crucial.How Greece Central offers individualized professional learning for every teacher that’s also aligned to the district’s strategic goalsHow they decide the areas in which they focus professional learningTips for any district that wants to take its teacher mentoring program to the next levelCited Sources:Ingersoll, R. M., Merrill, E., Stuckey, D., & Collins, G. (n.d.). Seven Trends: The Transformation of the Teaching Force – Updated October 2018. Retrieved November 6, 2019, from https://repository.upenn.edu/cpre_researchreports/108/.Primary Sources: 2012: America's Teachers on the Teaching Profession. (2012). Retrieved from http://www.scholastic.com/primarysources/pdfs/Gates2012_full.pdf Related ContentVIDEO: Best Practices in Professional Learning: Greece Central School District“Professional Development Program Evaluation for the Win! How to Sleep Well at Night Knowing Your Professional Learning is Effective”

What is the single biggest thing that school leaders can do to impact student outcomes? According to Ted Neitzke, it’s to create the conditions that enable everybody in the school system to take on leadership roles.Ted is the CEO of CESA 6, a consortium that serves school districts in Wisconsin. He is also the host of the Smart Thinking Podcast. Today, Ted shares what he means by leadership, why it’s so important that every employee has the chance to pursue leadership opportunities, and he shares several extremely practical ways leaders can improve schools and help others do the same.How to recognize people and create processes that will set the stage for people to take on the mantle of leadershipPrinciples of improvement to apply in your school systemQuick and easy practices that can have a huge positive impact on meetings and working relationshipsYou may also enjoy:White Paper: “The Power of Failure: Encouraging Teachers to Take Risks in a Risk-free Environment.” Download Now.

As a parent, learning your child has a learning disability or other special need comes with a whirlwind of emotion. “Who will take care of them when I’m not here? How will I make sure they get the supports they need?” Fear and anxiety rear their heads. Everything you pictured about your child’s life is suddenly in doubt – including what school might look like.Today, we’re speaking with three current and former administrators – and for two of them, parents of a student with special needs – to step into the shoes of these families.What parents go through when their child receives a diagnosisHow these challenges are especially compounded when a family is new to the educational system in the United StatesWhy school and district leaders need to be thinking about this issue – not only to avoid litigation, but to achieve more productive outcomesStrategies for supporting families as they navigate their new realityDIG DEEPERWe think you’ll enjoy this article, too! 5 Strategies to Improve the IEP Process with Parent Participation

Paul O’Neill and Dennis Griffin, Jr. are principals in schools hundreds of miles apart — yet they regularly encourage and challenge each other through #EduGladiators, an online community of learners.The principal’s world includes plenty of conflict. And while conflict is never easy, it’s not always bad. Today, Paul and Dennis talk about leadership and conflict, and how when conflict arises, school leaders have a huge opportunity to encourage growth, impact school culture, and create a better educational landscape for students.How leaders can channel conflict toward productive outcomesWhat happens when leaders simply try to avoid conflictFostering transparency and building relationships that lead to positive growthHow to deal with conflict when taking leadership at a new schoolBig, burning questions to wrestle with as leadersFor further reading:Get our eBook: “The Power of Failure — Encouraging Teachers to Take Risks in a Risk-Free Environment.” A look at helping teachers develop a growth mindset.

Adam Brown, Ed.D. is an assistant principal for Virginia Beach City Public Schools. As a new teacher, there were days he wanted to call it quits — but he had great support, and got through those tough times. And his research into what causes teacher burnout is packed with insights for teachers, leaders and mentors. Today, we speak with Dr. Brown and with Basil Marin, also an assistant principal, about their experiences dealing with teacher burnout and what administrators can do to fight it in their schools and give teachers the support they need — whether they’re new teachers or have been in the classroom for decades. What this issue looks like for novice teachers and for veteran teachers What the research says about the causes of teacher emotional exhaustion The impact it has on teacher recruiting and retention How principals, mentors, coaches and other leaders can support teachers through challenging times Dig Deeper Concerned about teacher retention? Check out these resources: Calculator: How much does teacher turnover cost you each year? Data sheet: Special Education by the Numbers. When districts struggle to fill positions, special education teachers are often asked to do more with less.

Sheila B. Robinson, Ed.D., has spent decades in education, as a classroom teacher as well as working with adults in professional learning and program evaluation. Today, we ask Sheila about: Frequent challenges in professional learning How to collect and analyze data to understand if a professional learning program is meeting teachers’ needs and moving the needle on classroom practice How to ask questions of teachers that yield actionable insight into your PD program What to be careful of when analyzing the data Take a Deeper Dive: Want to take a deeper look at program evaluation? Be sure to download Sheila B. Robinson’s eBook, “Professional Development Program Evaluation for the Win: How to Sleep Well at Night Knowing Your Professional Learning is Effective.” It’s a detailed overview of program evaluation, including how to engage stakeholders, crafting quality evaluation questions, and collecting, analyzing and reporting on data around your professional learning program.

Ian? He’s of Generation X. Erin is squarely in the Millennial camp. Today on Field Trip, they explore the differences between the five different generations currently represented in the labor force: Traditionalists, Baby Boomers, Generation X, Millennials, and Generation Z. Why understanding the characteristics of each will help administrators and district leaders communicate better and tap the strengths that each generation brings How to foster intergenerational collaboration and “reverse mentoring” Why this all matters to school culture and how it impacts hiring and retention This interview with Ian Halperin, Executive Director of Community Relations at Wylie ISD and Erin McCann, Director of Communications and Public Relations at Crandall ISD is one that every education leader should hear. Don't Miss: Field Guide: “Recruiting Millennial Teachers” — How to effectively market your school district to young prospective teachers, plus strategies for enriching your applicant pool through online recruiting.

Garland Independent School District serves thousands of dyslexic students. Dyslexia is a learning disability that has profound effects on students as they move through high school — so identifying students early on is incredibly helpful. But how do you do that? In this podcast we find out how Garland ISD is empowering people to work across departments, train teachers to become dyslexia therapists, and help teams working with special education and dyslexic students to work together. What dyslexia looks like, and how dyslexic students experience school How schools can work across teams to better serve dyslexic students Takeaways from seeing dyslexic students thrive after identification and intervention

Teaching today is more demanding than ever — and whether or not that leads to stress and exhaustion is often up to the principal and how he or she leads the building. Today we speak with Dr. Brad Owen, Assistant Superintendent of Burkburnett Independent School District in Texas, about his research into teacher stress, faculty trust in the principal, and what principals can do to increase that trust and reduce that stress. The long-term impact that teacher stress has on a school The correlation between collaborative leadership behaviors, faculty trust and teacher job stress What principals can do to increase trust and reduce teacher stress Further reading on a growth mindset: eBook: “The Power of Failure: Encouraging Teachers to Take Risks in a Risk-free Environment”

From lunch-and-learns and chat-and-chews to food trucks and taking events out into the community, Hatboro-Horsham High School principal Dennis Williams means it when he says he wants to hear from parents. In this podcast, he shares how they’re working to get parents more engaged in the school lives of their students: What the changing socio-economic makeup of the community means for parent engagement Why getting active participation from parents is so important for students and the school as a whole What roadblocks and questions they’ve had to grapple with as they’ve made parental engagement a priority How any school can work toward the same kind of success with parents and the community Also recommended: Podcast: One District, Two Communities — How does a district strive for equity when it serves two distinct, racially-diverse communities?

In our interview, we asked Bruce Chaffin about: The 33″ of rain that Livingston Parish got in a 24-hour span, and the impact it had on the district The financial impact the district faced, and steps Livingston Parish Public Schools is taking to rebuild Using gamification with principals to reduce teacher absences How the district saved $63,000 on substitute costs in the first 19 days of school in August 2017, compared with the same time frame 2 years earlier The impact this reduction in teacher absences has had on student achievement What they have learned about using data to make strategic decisions March, we caught up with Bruce at the Frontline Insights Summit in Orlando, and had a chance to find out what’s happening with the rebuilding effort now in 2019, and whether they have continued to see the same impact on teacher attendance and student achievement that they did initially. Stay tuned at the end of the episode for that conversation. More Resources Get more details on how Livingston Parish Public Schools used Frontline Absence & Time to unearth teacher absence data and save hundreds of thousands of dollars.

Picture what happens happen when every staff member in your school or district – from substitutes to the superintendent – can articulate exactly how they are connected to your educational mission. When students have a genuine voice in their learning. When everyone feels heard and has ownership in education. That’s what Mountain Brook Schools in Birmingham, Alabama set their sights on. Director of Instruction Missy Brooks and junior high principal Donald Clayton share why they were surprised when they asked students if they felt listened to or not, and what they did in response: How they cast a vision for soliciting student voice What having a voice does for students – and how it’s possible to get excited about learning grammar How they build ownership in every staff member across the district so that every single person is invested in making an educational impact Offering professional development that encourages ownership and leadership How all of this breaks down barriers between the district office, building leadership and staff You may also enjoy: White paper: “The Power of Failure: Encouraging Teachers to Take Risks in a Risk-Free Environment” – what it looks like to foster a growth mindset among teachers and staff.

Kutztown Area School District needed more teachers. So along with several other districts, they offered education majors at nearby Kutztown University the chance to spend time in classrooms — at least 30 hours a year, starting as freshmen. The goal? A source of amazing, well-trained teachers ready to hire upon graduation. But in the process, they uncovered another gem: the program is tremendously beneficial to teachers as well. Superintendent George Fiore, high school math teacher Shaylon Krautwald, and Kutztown University education major Georgia Lobb give the details. More to explore Infographic: Millennials & Teaching. Why understanding today’s workforce is key to improving instruction and retaining teachers.

As the population of English learners grows across the country, Brazosport ISD in Texas is using restorative practices to support ELs’ growth in language, connect them to differing perspectives, and address behavioral issues. In this interview with Grace Delgado, the Director of Language Acquisition and Lorin Furlow, the Director of Special Services, they dive into: The concept of oracy How restorative practices can be used to support language development and overcome behavior issues at the same time What it has been like to break out of silos and bring two departments together to help students Impact on school climate For Further Reading 4 Ways to Support Staff Working with English Learners. Interactive Map: ELL Population Growth by State. See how the English Learner population is growing on a state-by-state basis. Field Trip is a podcast from Frontline Education.

(Rebroadcast) This week at Insights Summit 2019, our guests Nick Indeglio and Jon Ross are two of our keynote speakers. To celebrate, we're taking another listen to this episode of Field Trip from 2018. Being a principal can be isolating. Here’s how two principals began to use podcasting, blogging and social media to connect with colleagues around the world — and the impact it had on their schools. Nick Indeglio and Jon Ross are principals at Downingtown Area School District in Pennsylvania. While carpooling, they would often have conversations about their jobs — being instructional leaders, leading a building, and the impact being principals had on their lives and marriages. Those conversations eventually turned into a regular podcast: The Rock Star Principals. Our conversation with Nick and Jon looks at how principals and other education leaders are using technology to share new ideas, serve their teachers and staff, and implement world-rocking strategies in their schools. Field Trip is a podcast from Frontline Education.

“If it’s not broken, don’t fix it.” That decidedly was not the refrain when teachers, staff, students and administration at Halifax County High School set out on a journey to re-imagine their school. They weren’t facing glaring problems of practice. Rather, they looked at their 21st century world and asked the question, “How can we better equip our students for life in today’s world?” Then, they used design thinking to collect input from all involved parties and put ideas into action. In this interview with principal Michael Lewis and Dr. Karen Sanzo from Old Dominion University, we explore what design thinking looks like in the education world, and the exciting outcomes that can result. We talk about building a team, getting teacher buy-in, empathy research and collecting input from students. And we find out what they’ve learned through the process.

When April Strong started teaching, she wanted to be the best. But it wasn’t until she started filming her own lessons and watching them back later at night that she was able to see exactly what she wanted to change about her practice. It was nerve-wracking at first, but over time, April began to love the growth that came from self-reflecting on her videos. “Any serious athlete watches footage of their performances — why not teachers, too?” she asks. In this interview, April shares why video is such a compelling self-reflection and coaching tool, and how she is using video to support teachers at Martin County School District in Florida, where she is now an instructional coach. And she has practical, simple steps to take for any school that is interested in taking the first step toward using video to support professional learning. Also, check out our interview with Dr. Jim Knight about using video to support teaching and instructional coaching in our podcast episode, “See Reality, Get Better.” Further Reading For more on this topic, check out this white paper: “Ten Strategies to Improve Teaching with Video.” It includes: Ten different ways video can be used to improve teaching practice Best practices for using video as a reflection and coaching tool Real-life examples of organizations that have successfully used video to support educator growth Tips for those new to using video in evaluation and professional development settings

Graham Local Schools is a small, rural district in Ohio. Yet it’s found a way to offer progressive professional learning that’s making a difference in teachers’ and students’ lives. In this interview, Superintendent Kirk Koennecke discusses how Graham Local Schools is building community relationships, offering innovative opportunities for students, and providing the kind of personalized professional learning that teachers are asking for. Offering a menu of professional learning opportunities aligned to the district’s strategic goals in 4 different areas: Grow, Teach, Plan and Lead. Using technology in professional learning as well as unique programs like Lean Six Sigma for teachers and students. Pooling resources with other districts in the Ohio Small & Rural Collaborative to increase opportunities and equity. How they determine what initiatives to focus on, and which ones to stop. Further Reading: Ever find yourself staring at a blank sheet of paper (metaphorical or otherwise) as you strategize how to provide teachers with the kind of learning opportunities they need? Then here’s some gasoline for your mental engine. 3 districts, 3 success stories, 3 sources of inspiration to get your motor going: Design thinking. Leadership development. Risk-taking that pays off. Measurable impact. See innovation in action with our eBook “Rock Star PD.” Field Trip is a podcast from Frontline Education.

Teachers entering the workforce today are different from those who entered the profession a few decades ago: the perception of teaching as a career has changed. Millennials starting their careers have different priorities from those in other generations. And in many areas of the country, competition is fierce for qualified teachers. In this episode, we speak with Jennifer Duvall, Human Resources Director at Corvallis School District in Oregon. Throughout the interview, she shares: What changes they have seen in the labor market How they audited their hiring practices and the changes they made to promote their district and attract quality teachers Why word-of-mouth, quick response times, and exceptional customer service from their Human Resources department are all vital in the hiring process Field Guide: Recruiting Millennial Teachers Men and women in their 20’s and 30’s are making up an ever-increasing portion of the workforce. Are you fully prepared to attract them to your school or district? In this field guide, you’ll learn how to effectively market your job openings to prospective teachers, and strategies for enriching your applicant pool through online recruiting. Download it today!

When leaders at this school district wanted a teacher workforce that reflected the diversity of its student body, the answer was right in front of them. Jason Olson, Director of Human Resources at Verona Area School District near Madison, Wisconsin, shares why they’re looking to their own students and non-certified staff to help fill their teacher hiring pipeline. It’s more than just a way to combat the teacher shortage (though it is that!) — it’s a way to make a positive impact on students of color. How they do it (hint: they found a way to cover college tuition for those in the program) Why it’s worth the cost The results they’re seeing — after just one year Field Guide: Recruiting Millennial Teachers Men and women in their 20's and 30's are making up an ever-increasing portion of the workforce. Are you fully prepared to attract them to your school or district? In this field guide, you'll learn how to effectively market your job openings to prospective teachers, and strategies for enriching your applicant pool through online recruiting. Download it today! Field Trip is a podcast from Frontline Education.

The financial crisis in 2008 left many school districts scrambling to stay afloat, save jobs and move mountains for teachers and students. Here’s how one district overhauled their onboarding process in the middle of the most difficult crisis they had ever faced — and didn’t spend an extra dime. In this conversation with Angela Cooper, Chief Human Resources Officer at Lexington School District Two in South Carolina, and with Kevin Smoak, Coordinator for Evaluation and Effectiveness, we examine: What they did to save teachers’ jobs as the recession hit The duty Lexington Two’s HR department felt to keep innovating, even in the midst of crisis Why they chose to move to a virtual, blended learning style of teacher induction — and why teachers prefer it Why this virtual model of onboarding is now used as a teacher recruitment and retention tool at Lexington Two For further reading… Employee onboarding is a great place to slash paperwork. How do you do it? Our white paper, “The Onboarding Opportunity,” looks at how to support strategic human capital management from the day new teachers and staff walk through the door.

Heather Stocking wanted to give her Human Resources team more time to be creative and strategic. That meant getting rid of a lot of their paperwork. Sounds great, right? But it wasn’t that simple. This is the story of how the HR department at Bettendorf Community School District went paperless. But it’s really a story about change management. It’s about getting buy-in from teachers, leaders and the school board. It’s about how Heather and her team at Bettendorf carefully (and successfully!) navigated a massive shift away from “the way things have always been done” — calming fears and addressing concerns along the way. Field Trip is a podcast from Frontline Education.

Over the summer of 2018, the RAND Corporation released a report on the results of the Bill & Melinda Gates Foundation’s Intensive Partnerships for Effective Teaching Initiative. The big question: Did teacher evaluation reforms move the needle on student achievement? In this interview, we speak with researcher, professor and author Dr. James Stronge about his perspective and reaction to the RAND Corporation’s report. What he believes the report got right, and where he disagrees with its conclusions The relationship between teacher effectiveness and student outcomes What we can learn from the work of the Gates Foundation His #1 recommendation for action schools can take immediately to maximize the impact of evaluations on teaching practice Field Trip is a podcast from Frontline Education.

At the Weilenmann School of Discovery, competency-based learning has taken wing. This week, administrators and teachers share what they’re doing, and why professional learning has never been so relevant. Executive Director Cindy Phillips, along with several teachers and administrators, tell the story of how micro-credentials and making videos of their classroom practice help each teacher feed their inner student and gain knowledge they can use right away. How they got started with micro-credentials What it took to get buy-in from teachers Breaking through the discomfort of seeing yourself on video, and why it’s so worth it The “unexpected, delightful and productive results” competency-based learning has had on other types of professional development at Weilenmann For more details on how the Weilenmann School of Discovery implemented competency-based learning and the tools they use, you can read their in-depth story.

Being a principal can be isolating. Here’s how two principals began to use podcasting, blogging and social media to connect with colleagues around the world — and the impact it had on their schools. Nick Indeglio and Jon Ross are principals at Downingtown Area School District in Pennsylvania. While carpooling, they would often have conversations about their jobs — being instructional leaders, leading a building, and the impact being principals had on their lives and marriages. Those conversations eventually turned into a regular podcast: The Rock Star Principals. Our conversation with Nick and Jon looks at how principals and other education leaders are using technology to share new ideas, serve their teachers and staff, and implement world-rocking strategies in their schools. You can find the Rock Star Principals’ Podcast at their website and on YouTube. Field Trip is a podcast from Frontline Education.

A large suburban school district. An 18% year-over-year teacher turnover rate. A superintendent who said, “We need to plug the hole in our bucket.” This is how one school district set out to give teachers more voice. In this interview we speak with Dr. Jeannie Stone, Superintendent of Richardson ISD in the Dallas-Fort Worth area. Dr. Stone talks about the factors that contributed to a the highest attrition rate of any district in their area — and what they did to increase teacher retention. Conducting “stay interviews” with teachers to identify what their district was doing well in teachers’ eyes, and where they could grow Action steps they took, such as early release days to free up time for teachers to plan and collaborate, and incorporating teacher voice in planning professional development Incentivizing teachers to teach at high-need schools, transforming the culture in the process “I have four completely transformed schools right now and we're already seeing all kinds of data that’s showing that it's going to work — and it is working.” Resources Stay Interview Questions When the administration at Richardson ISD conducted the Stay Interviews, the interviews were simple and accessible for teachers, designed to get at what as truly on teachers’ minds. Here are the questions they asked teachers: How long have you worked on your campus? In the district? When you think about your job, what do you love most? How would you describe your campus to a prospective new hire? In what ways do you or don’t you feel supported in your professional growth? If you left RISD, what would you miss the most? If you had a magic wand, what would be the one thing you would change about your work, role or responsibilities? What would make RISD an even better place to work? What would lead you to look at opportunities outside of RISD? What types of recognitions and acknowledgement increase your loyalty and commitment to RISD? Is there anything else you would like to share? Teacher Turnover Calculator Wondering just how much teacher turnover costs your district? Our Teacher Turnover Calculator gives you an estimated dollar figure, taking into account recruiting and hiring costs, processing and onboarding, and signing bonuses — and looks at how much you could save by increasing your retention rate.

How do you bring about culture change in a school district? How do you boost instructional rigor in spite of a tiny professional development budget? Dr. Melissa Varley, Superintendent of Florham Park School District in New Jersey, talks about motivation, vision-casting and the challenging work of turning around a district’s entire outlook. In this interview, we asked Dr. Varley about: What it was like to walk into a school district in the middle of an affluent area that had been underperforming, compared to similar districts right next door Sparking change in the hearts and minds of teachers, principals, students and parents, and what she did to make this an easy sell for administrators Professional development strategies to improve instruction — on a shoestring budget Their results, and what she would say to other education leaders who are facing similar challenges Enjoy this podcast? Get more resources on continuous improvement for educators. eBooks, interactive quizzes and polls, more podcasts, webinars and more. Visit our Continuous Improvement Resource Center.

Why do Response to Intervention and Multi-Tiered Systems of Supports matter? In this interview, we speak with Jim Wright, author of “The RTI Toolkit: A Practical Guide for Schools” about his experience in RTI and how schools can impact students with academic and behavioral tiered intervention systems. We ask Jim about: The relationship of school culture and climate to RTI and positive behavioral interventions and supports (PBIS) The relationship between RTI and special education The impact RTI/MTSS has on student outcomes Current trends in RTI/MTSS The roadblocks schools face when starting an RTI model, and steps to take to ensure a successful launch Field Trip is a podcast from Frontline Education. RTI resources: Featured Content - eBook: Performing an RTI/MTSS Academic Screening Process Check-Up, by Jim Wright National Center on Intensive Intervention: Academic Progress-monitoring Tools Chart Resources from the Florida Center for Reading Research, with a range of school-wide academic screeners suitable for use in RTI/MTSS. Grades K-1 Student Center Activities Grades 2-3 Student Center Activities Grades 4-5 Student Center Activities Resources from the Evidence-Based Intervention Network — research-based ideas for reading, math and behavior interventions, co-sponsored by school psychology programs at East Carolina University and the University of Missouri. Reading interventions Math interventions