The finalists named by AASA comprise a diverse group hailing from these states: Georgia, Minnesota, New Hampshire and Texas. "They are prime examples of what it means to be a superintendent in today's post-COVID world," AASA says.
District Administration Leadership Institute announced the winners of its prestigious National Awards Program, recognizing outstanding districts, leaders, and women in education across six key categories. The recipients were presented with their awards at the DALI Superintendent Summit in Naples, Florida.
"I can't imagine a day without Kelly Education, knowing the amount of staff I have and the number of kids I have and trying to make sure there's someone there for those kids every day." -Adam Lane, Former Principal | Haines City High School Filling teacher vacancies has become one of the most significant challenges […]
Buildings are being shut down as district leaders and communities grapple with declining enrollment, aging buildings, the end of ESSER and other fiscal pressures.
"Education leaders should work not only to keep materials in place but also to form coherent instructional systems around them," a new report reads. However, relying on teachers to use them with integrity remains a challenge.
Essential elements to replicate this model in other districts: Workforce development partner, great training, a dedicated manager, and an in-demand field with upward mobility.
"I am of the firm belief that if there is one skill our kids need to graduate with, it's that," says Shari Camhi, superintendent of the Baldwin Union Free School District and who now serves on the board of the National Assessment Governing Board.
From a lack of interest to insufficient education about this technology, many students are hesitant to incorporate into their school work, new research suggests.
Our five-week K4 summer success program at the Mount Olive Township School District helps underperforming students catch up to their peers by offering a mix of the familiar and the fun.
ESSER's looming expiration prompts a crucial question: Should we revert to outdated, inequitable practices with uniform class sizes and rote learning, or should we embrace engaging and accelerated learning that can kindle the spark in every student?
