School Leadership & Operations | °Ç¸çşÚÁĎ Nurture Curiosity Mon, 18 May 2026 18:15:06 +0000 en-US hourly 1 https://wordpress.org/?v=7.0 https://www-media.discoveryeducation.com/wp-content/uploads/2026/01/de-site-favicon-2026-70x70.png School Leadership & Operations | °Ç¸çşÚÁĎ 32 32 New Teacher Orientation & Onboarding Guide for School Leaders /blog/educational-leadership/new-teacher-orientation/ Mon, 18 May 2026 18:13:39 +0000 /?post_type=blog&p=214498 Key takeaways New teacher orientation should help new teachers feel welcomed, prepared, and connected from the start. An effective orientation provides new teachers with practical information, time to build relationships, and a clear understanding of how the school operates. Support for new teachers should continue beyond orientation to provide guidance throughout the first year. Hiring […]

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Key takeaways

  • New teacher orientation should help new teachers feel welcomed, prepared, and connected from the start.

  • An effective orientation provides new teachers with practical information, time to build relationships, and a clear understanding of how the school operates.

  • Support for new teachers should continue beyond orientation to provide guidance throughout the first year.

new teacher orientation

Hiring new teachers is one of the most important responsibilities of school administrators, and, from my perspective, one of the most exciting. Every new teacher hired has an impact on students, families, colleagues, and the building’s overall environment. When a new teacher joins a school, they are not simply filling a vacancy. They are becoming part of a team that relies on relationships, consistency, communication, and trust.

That is why onboarding and new teacher orientation matter.

In many districts, the hiring process receives a great deal of attention, and for good reason. School leaders review applications, conduct interviews, check references, and work hard to find the right person. But once the offer is accepted, the next step is just as important. How we welcome, onboard, and support new teachers often shapes how successful they feel in the first several weeks and months on the job.

This matters for students, but it also matters financially. , with the cost of replacing a teacher in some cases estimated at as much as $25,000 in large districts, including separation, recruitment, hiring, and training. In a time when many schools continue to face hiring challenges, school leaders cannot afford to treat new teacher orientation as a one-day task. Effective onboarding is one important part of a larger approach to teacher retention.

A thoughtful onboarding process is not about overwhelming new teachers with handbooks and passwords. It is about giving them the right information, helping them build relationships, and giving them the confidence they need to start a successful career in your district.

What is New Teacher Orientation?

New teacher orientation is the formal process schools use to welcome and prepare new teachers to the district or building. It usually takes place before students arrive for the school year, with the best orientation programs continuing well beyond the first day of school.

At its most basic level, orientation introduces new teachers to the district’s expectations, procedures, resources, technology systems, student support structures, and building routines. But a meaningful orientation should also address the questions new teachers often think about but may be hesitant to ask.

  • Who exactly do I go to when I need help?
  • How does the school expect me to communicate with families?
  • What are the unwritten routines in the school and district?
  • How will I be supported when things get challenging?

These questions matter because, as we all know, teaching is challenging, especially for someone new to the profession or new to the district. New teachers are often learning curriculum, classroom management, technology systems, student needs, parent communication, grading expectations, special education procedures, and building culture simultaneously.

In my experience as a superintendent, the best orientation programs are practical, welcoming, and honest. They help new teachers understand that they are joining a team and that they will not be expected to figure everything out on their own.

Why is New Teacher Orientation Important?

New teacher orientation is important because the first days and weeks of a new teacher’s career set the tone for how teachers experience the district. When orientation is rushed, unclear, or overly procedural, new teachers may leave with more questions than answers. When it is well planned, they begin the year feeling more comfortable, connected, and prepared.

That sense of belonging matters. Teaching can be isolating, especially for someone new to a building. A teacher may be surrounded by people all day and still feel unsure about who to ask for help. Orientation should reduce that uncertainty.

A well-planned new teacher orientation and onboarding process can also help with teacher retention. When new teachers receive, they are more likely to build confidence, grow in their roles, and stay in the profession. Teachers are more likely to improve when they feel supported, and to stay when they feel connected to their school and colleagues.

A well-designed orientation creates consistency. Instead of every new teacher receiving different information depending on who their mentor is or who they happen to ask, the district can communicate important expectations clearly and in an organized, meaningful way. This is especially important in areas like student safety, mandated reporting, grading, special education procedures, classroom technology, and communication with families.

What Should New Teacher Orientation Accomplish?

A well-designed orientation should do more than share information. It should help new teachers feel welcomed, connected, and prepared.

New teachers should leave with an understanding of the district’s mission, culture, priorities, and the daily routines that help the school run smoothly. They need to know basic procedures, who to ask for help, and what expectations guide the work.

Just as importantly, orientation should help new teachers begin building relationships. They should meet with administrators, mentors, colleagues, and key support staff, and have time to ask questions and process what they are learning.

Most of all, new teachers should leave orientation knowing they are not alone. Support should be clear, available, and ongoing.

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New Teacher Orientation Sample Agenda

A new teacher orientation agenda does not have to be complicated, but it should be well thought out. It should give new teachers the information they need, time to make connections, and the confidence to start the year feeling prepared.

While there are many important topics to cover, I have found that two of the most meaningful parts of orientation are lunch and a district bus tour. Feed people, give them time to talk, and create unforced opportunities for new teachers to get to know each other and the people they will be working with. A bus tour is also a great way for new teachers to better understand the community their students come from.

Orientation is also a great opportunity to partner with your Parent Teacher Organization, booster club, or other school community groups. Something as simple as a first-year survival basket, district apparel, classroom supplies, or a small welcome gift can go a long way. The message should be clear: we are glad you are here, and you are part of our team.

Here is a sample new teacher orientation agenda that school administrators can adapt to fit the needs of their district:

1. Welcome

Start with a personal welcome from district and building leaders. Use this time to briefly share the district’s mission and priorities for the year. New teachers do not need every detail on day one, but they should understand what the district is working toward.

2. Introductions

This gives new teachers time to introduce themselves and meet the people who help the school run each day. Introductions should include mentors, department heads, and important support staff, such as building secretaries, custodians, the transportation director, IT staff, and the school resource officer, when possible.

3. Building Tour

Take new teachers on a tour of the building. Show them important places outside their classroom, such as the main office, the nurse’s office, the faculty room, the library, and the copy room. The tour is also the perfect time to review arrival, dismissal, lunch, and hallway expectations and emergency procedures.

This is also a great opportunity to involve students. Partnering with the student council or another student leadership group gives new teachers a chance to walk through a student’s schedule, meet students before the year begins, and better understand what a school day looks and feels like from a student’s perspective.

4. Technology and Systems

Give your new teachers time to actually use the tools, technology, and systems they will rely on every day. This includes email, student information systems, learning platforms, classroom phones, smartboards, gradebooks, attendance systems, and other digital instructional resources. Whether your district uses a k-12 online learning platform or other tools, teachers need time to log in, practice, ask questions, and know exactly who to contact when they need help.

This should be hands-on, not a presentation they sit through. Teachers should have time to log in, practice, ask questions, and know exactly who to contact when they need help.

5. Classroom ManagementĚý

Share expectations for classroom management, expected student behavior, and communication. New teachers benefit from hearing what works in the building, the common challenges they may face, and how administrators will support them when issues come up.

6. Communicating with Families and Students

Family communication is often one of the more stressful parts of teaching for new staff, so clear guidance here is important. It is also essential that new teachers understand district expectations around communicating with students, including the use of approved platforms, professional boundaries, and social media.

7. Mentor Time and Planning Time

Build in time for new teachers to meet with mentors, set up classrooms, review schedules, ask questions, and begin planning. New teachers need this time to get organized and settle in before students arrive.

New Teacher Orientation Checklist

A meaningful and welcoming framework to ensure new teachers feel prepared, supported, and connected from day one through their first year.

Before Orientation
During Orientation
First Two Weeks
First Month
First Year

Helping Your New Teachers Start Strong

New teacher orientation is more than an event on the August calendar.

When schools welcome new teachers well, they show that people matter and that the district is organized, supportive, and focused on helping teachers succeed. No orientation program can answer every question or prevent every challenge, but a thoughtful process can help new teachers start the year feeling more prepared, connected, and confident.

For school leaders, our goal is simple: help every new teacher walk into the first day knowing they belong, where to turn for help, and what matters most for students.

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]]> new-teacher-orientation An Educator’s Guide to Annual Strategic Planning for Schools /blog/educational-leadership/school-planning/ Thu, 14 May 2026 20:05:35 +0000 /?post_type=blog&p=214462 Key takeaways Strategic planning should give schools a clear direction by connecting goals to action, budgets, communication, and follow-through. The most effective strategic plans focus on a small number of meaningful goals that reflect the school’s actual needs, not the latest trend. Strategic planning for education only works when leaders involve staff, monitor progress, make […]

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Key takeaways

  • Strategic planning should give schools a clear direction by connecting goals to action, budgets, communication, and follow-through.

  • The most effective strategic plans focus on a small number of meaningful goals that reflect the school’s actual needs, not the latest trend.

  • Strategic planning for education only works when leaders involve staff, monitor progress, make adjustments, and build on what worked from year to year.

school planning

Each school year begins, or at least should begin, with a plan. Some of that plan is usually visible right away. For example, calendars are approved, teacher and student schedules are created, teachers prepare classrooms, and families receive supply lists and annual back-to-school information every summer. But the most important planning often happens behind the scenes, starting long before the first day of school.

For school leaders, this type of planning is not just about organizing the year. It is about setting direction.

That is why planning for schools matters. An effective annual plan helps a district or school stay focused on what matters most, even when the year gets busy, complicated, or unpredictable. It connects goals to action and helps staff understand priorities. It gives families and communities confidence that decisions are being made for a reason and with a specific purpose.

Annual planning is also important because school districts are being asked to manage increasingly complex issues. Districts are thinking about safety, student achievement, attendance, mental health, technology, budget pressures, effective communication, and future readiness. None of those areas can be improved by accident. They require focus, coordination, and follow-through.

A well-designed strategic plan will not solve every problem, but it can help school leaders make better decisions when challenges come up. It gives the district or school a clear guide for what to prioritize, fund, and communicate.

How to Plan and Execute Your Annual Strategic Plan for Your School

Start With Where You Are Now

Strategic planning for education should begin with a clear understanding of where the school is right now. Before setting future goals, leaders need to take an honest look at current strengths, challenges, and opportunities.

This doesn’t have to be a complicated process, but it does need to be based on real information. Review student achievement data, attendance trends, discipline patterns, graduation or promotion data, survey results, staffing needs, curriculum implementation, family engagement, and budget realities. Just as importantly, talk to people and listen to teachers, support staff, students, families, and community partners.

This is also the point where school leaders should be willing to ask the hard question: how can we improve schools in ways that will actually make a difference for students?

Focus on a Small Number of Clear Goals

That question should not lead to a long list of disconnected initiatives. In fact, one of the biggest mistakes schools make in annual planning is trying to do too much. When everything becomes a priority, nothing really is. A better approach is to identify a small number of meaningful goals that align with the district’s mission and your school’s current and future needs.

For example, one school might focus on improving student attendance, increasing student engagement, or strengthening academic intervention systems. Another school might need to focus on curriculum alignment, school culture, or career readiness. Whatever the focus, the goals should reflect the school’s actual needs, not just the latest educational trend.

Once these goals are identified, they need to be written in clear, understandable language. Staff, families, and board members should be able to understand what the school is trying to accomplish without needing a detailed explanation. This is important because a strategic plan should not only be a guiding document, but it should also be a communication tool.

Connect Your Goals to Action

After goals are set, school leaders need to identify the specific actions that will support them. This is where planning often becomes more difficult. It is easy to say a school wants to increase reading scores, improve attendance, or strengthen school culture. The harder part is identifying the specific steps that need to happen in classrooms, grade-level meetings, professional development sessions, schedules, and budgets to make these improvements possible.

For each goal, identify the major actions that need to take place.Ěý If the goal is to improve attendance, the plan might include early warning systems, outreach protocols, student support meetings, family engagement, and regular data reviews.

A plan should also be very clear about who is responsible for each action. This does not mean that one person is responsible for ensuring the goal’s success. But someone needs to monitor progress, organize next steps, and make sure the focus does not fade as the school year gets busy.

Build the Budget Around the Plan

The annual budget should also be part of the planning conversation from the beginning. Too often, schools create plans and then later try to figure out how to pay for them. From my perspective, a better approach is to let the priorities drive the budget, not the other way around. When staffing, resources, professional development, and technology needs are integrated into the plan early, leaders can make more informed decisions and avoid spending money on items that do not support the work.

This is especially important when districts are making decisions about instructional materials, technology, and professional learning. A k-12 online learning platform or other digital resource can support teaching and learning, but only when it is connected to clear instructional goals and teachers have the support to use it well. Technology should not be added simply because it is available. It should help solve a real instructional need.

The same is true when evaluating curriculum and resources. If a school is reviewing instructional materials, leaders should consider how those materials support standards, student engagement, differentiation, and teacher implementation.

Involve the People Doing the Work

Thoughtful strategic planning for education also depends on involving staff in meaningful ways. Teachers and staff are much more likely to support a plan when they understand why it matters and how it connects to their work. That does not mean every decision has to be made by committee, but it does mean people should have opportunities to provide input, ask questions, and understand how their role fits into the school’s overall direction.

Communicate the Plan Throughout the Year

Communication is one of the most important parts of execution. A strategic plan should not be introduced once and then forgotten. Leaders should talk about the plan throughout the year in faculty meetings, leadership team meetings, board updates, newsletters, and community conversations. The message does not need to be complicated. It should be consistent and include things like:

  • Here is what we are working on.
  • Here is why it matters.
  • Here is what we have done so far.
  • Here is what comes next.

That kind of communication builds trust. It also helps schools stay focused when new issues arise. Every school year brings unexpected challenges. A clear plan gives school leaders a way to decide whether a new idea, request, or initiative supports the school’s direction or detracts from it.

Monitor Progress and Adjust

Monitoring progress is another essential part of the annual strategic planning process. Annual strategic plans should include regular, scheduled check-ins, not just one end-of-year review. Depending on the goal, school leaders may choose to review data monthly, quarterly, or at key points throughout the year. The purpose is not to create more paperwork or meetings. The purpose is to see whether the plan is working and make adjustments when needed.

For example, if a school is working to improve attendance, school administrators should not wait until June to review attendance data. They should plan to monitor patterns throughout the year and respond as needed.

Meaningful annual planning also requires honest assessment. If something is not working, school leaders need to say so and adjust. That does not mean scraping the whole plan every time there is a challenge. That does not mean scrapping the whole plan every time there is a challenge. It means being willing to adjust the steps while staying focused on the larger goal.

Reflect Before Starting Over

Annual planning should also include reflection and discussion. At the end of the year, school leaders need to review what worked, what did not, and what work should continue. This should include both data and feedback from the people closest to the work. Teachers, support staff, students, and families can provide valuable insight into whether the plan made a difference.

Reflection also helps schools from starting over every year. Strong planning should be progressive and build from year to year. Some goals may continue. Others may shift. New needs may emerge. But the process should create momentum, not a cycle of disconnected initiatives.

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Turning the Plan Into Progress

Annual planning, in my opinion, is one of the most important responsibilities of school leaders. It helps turn ideas into action and gives staff, students, and families a clearer sense of direction. It is also where real change and improvement begin.

The best plans are not clear, focused, honest, and useful. They help school leaders make decisions, support teachers, communicate priorities, and keep student needs at the center of the work.

For school administrators, the goal of planning for schools should be simple: know where you are, decide where you need to go, and build a realistic plan to get there. When schools do that well, strategic planning for education becomes more than a document. It becomes part of how the school improves, one decision at a time.

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]]> school-planning 10 Ways to Use AI in the Classroom: A Guide for Educators /blog/educational-leadership/ai-in-the-classroom/ Thu, 16 Apr 2026 17:56:34 +0000 /?post_type=blog&p=212670 Key takeaways Drafting Partner: Use AI as a personal assistant to quickly draft lesson plans, rubrics, and supportive instructional materials. Professional Oversight: You are the expert! Always review and adjust AI content to ensure it fits your students' unique needs. Data Privacy: Stay responsible by protecting student privacy and following your district’s specific AI policies […]

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Key takeaways

  • Drafting Partner: Use AI as a personal assistant to quickly draft lesson plans, rubrics, and supportive instructional materials.

  • Professional Oversight: You are the expert! Always review and adjust AI content to ensure it fits your students' unique needs.

  • Data Privacy: Stay responsible by protecting student privacy and following your district’s specific AI policies and guidelines.

ai in classroom

When using AI in the classroom, it comes down to clear, detailed prompting to get what you want, so you can refine, improve, and customize the materials you request. Below are 10 AI in the classroom examples, with guidance to responsible use that any educator should consider when using AI in the classroom.

10 Ways to Use AI in the Classroom

1. Class Management & Building the Foundation

How it helps:
AI can help you think through systems you may want to implement in your classroom. It can use context from your prompts and chats to suggest routines and expectations based on your descriptions of your students’ needs. Used well, AI can feel like a personal assistant, but keep in mind that it does not remember everything perfectly, so it helps to restate important details as you go.

How to do it:
Stay organized. If you are using ChatGPT, consider creating one dedicated project or workspace for a class, such as “3rd Grade 2026–27,” so you can keep your planning in one place. Start by sharing broad classroom context, such as grade level, class size, language needs, and learning supports, without including private student information. That context can help AI generate routines, supports, and lesson ideas that are more relevant to your classroom.

Responsible Use Guide:
When using AI in the classroom, be mindful of what works best for your students, but don’t share specific personal student data. Keep in mind that AI tools may retain or process the information you enter, so it’s important to follow your district’s policies before using them in the classroom. Also, remember AI is not a tool to use in isolation. You know your students best, and not every AI-generated idea will work given your students’ needs or strategies you have already tried. Reflection and adjustment are key to strong teaching.

2. Substitute Plans

How it helps:
AI can help you create plans for substitutes quickly by organizing schedules, writing clear directions, and suggesting lessons. It helps save time because you don’t need to start from scratch.

How to do it:
Start by sharing your daily schedule, either by typing it out or using voice input. Include routines, expectations, materials, and any other classroom details that would help create a useful draft. Once the plan is generated, review it for accuracy and make adjustments. This can give you a solid starting foundation for your plans. Be sure to handle any student health, medical, or support needs according to school or district policies, and avoid entering private student information into AI tools unless approved.

Responsible Use Guide:
It’s important not to share personally identifiable information. You can avoid this by using students’ initials, and when you print the plans, you can handwrite names or keep a cheat sheet with names and initials in your substitute folder. Another important step is to review for accuracy. Make sure the directions are clear and realistic for a substitute.

3. Parent Communication

How it helps:
Using AI in the classroom can go beyond correcting or generating a newsletter. It can help teachers, administrators, and grade-level teams find the right words when communicating with parents, generate creative ideas to support family engagement, and help explain learning standards to families.

How to do it:
When considering prompts for communicating with families, be specific about the purpose and tone. For example, you might ask AI to create a short, family-friendly survey to gather input on classroom communication or student support.

If you are using Canva, you can use its AI features to translate newsletters into different languages, helping you reach all families. You can also use tools like Copilot or ChatGPT to draft messages, refine tone, or organize your ideas before sending.

When generating emails to a parent, you can start by outlining key points, then use AI to make the message clearer and more approachable.

Responsible Use Guide:
Always take time to review and adjust the message so it reflects your voice and includes any specific details your families need. Make sure all communication protects student privacy and accurately represents your classroom.

4. Grading

How it helps:
Some examples of using AI in the classroom for grading include creating rubrics, exemplars, and structured feedback. It can also save time by clarifying learning expectations for students.

How to do it:
Be specific when prompting. For example, instead of saying “create a rubric,” try:
“Create a 4-point rubric for a 5th-grade opinion writing piece aligned to the Common Core Standards (insert the standards you are covering). Be sure to use clear, student-friendly language.”

You can also paste in a student task or standard and ask AI to generate a rubric or sample response. From there,carefully review the outputs and adjust the language to match what is already in use in your classroom.

Responsible Use Guide:
Remember to review carefully to make sure the standard or objective is broken down in a reasonable way. AI is a support tool, and you may need to make multiple adjustments to your prompts to achieve exactly what you are looking for.

5. Teaching Goals and Feedback

How it helps:
AI can support your professional growth by helping you create, organize, and refine your professional development plan. It saves time and helps you align your goals with your school or district expectations.

How to do it:
You can use AI to help develop your professional development plans. For example, if your school requires SMART goals, you can start by sharing a general goal and asking AI to rewrite it into a clear, measurable SMART goal.

You can also ask AI to help you break that goal into manageable steps. For example:
“Create four check-in points throughout the year to monitor progress on this goal.”

If you’re working with a grade-level team or have shared goals, you can include that in your prompt and ask AI to help differentiate your plan based on your specific role or students.

Other ideas for using AI for professional development include:Ěý

  • Search for relevant PD opportunities

  • Generate ideas for support I might need

  • Break my growth into smaller, actionable steps across the year

AI gives you a strong starting point, and then you can adjust it to fit your actual work and expectations.

Responsible Use Guide:
Your professional growth plan should reflect your real practice. Always review and revise so it aligns with your school goals and your students’ needs.

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6. Creating & Locating Instructional Materials

How it helps:
AI saves time and helps you quickly generate materials and find resources. It makes it easier to support multiple levels in a single lesson or target specific skills.

How to do it:
Start with your standard or objective. Then ask for variations of a particular task you are trying to differentiate.

For example, “Create three versions of this math task: below grade level, on level, and above grade level.”

When using AI in the classroom, you can create quick exit tickets, anchor chart ideas, or small group tasks. You can paste a lesson into AI chat and ask it to simplify directions for ELL students or add vocabulary supports. From there, you may need to adjust the wording to match how you teach and what your students are used to.

Responsible Use Guide:
Remember that you are the expert. Review and revise as needed to ensure the generated materials align with your standards and expectations.

7. Lesson Planning – Individual & Whole Group

How it helps:
Using AI in the classroom helps organize your thinking and gives you a strong starting point, especially when you are short on time.

How to do it:
You can ask AI to generate a lesson outline based on a standard or topic. For example:
“Create a 45-minute math lesson on fractions for a mixed 4th/5th-grade class with small group rotations.”

You can share your schedule and ask AI to help structure timing or suggest small-group rotations based on the number of students or their skill levels. If you’re stuck, you may want to ask for multiple activity ideas and choose the one that fits your students best. You can also ask it to generate an intervention that relates to the lesson.

Responsible Use Guide:
Avoid copying and pasting lessons directly. Treat AI-generated lessons as drafts to ensure they align with your curriculum, pacing, and student needs.

8. Data and Documentation

How it helps:
AI helps organize information and quickly summarize patterns. This can support intervention planning and team meetings by helping you see trends you might not notice right away.

How to do it:
Instead of entering detailed student data, summarize trends such as:
“Several students are struggling with multi-step word problems and showing gaps in multiplication fluency.”

Then ask:
“What intervention strategies would you suggest?”

You can also use AI to draft meeting notes to organize your thinking before a data conversation. When working with others, you can record ideas and ask AI to help summarize, group themes, or suggest next steps based on what was discussed.

Responsible Use Guide:
Double-check for accuracy before proceeding. Do not enter student names or private data. Even anonymized data can be identifying if the group is small. Follow district policies to ensure student and staff data are protected.

9. Emails

How it helps:
Emails take time. Documentation takes time. AI helps you get started faster while staying clear and professional.

How to do it:
Ask AI to draft a message and be specific about tone. For example:
“Write a friendly but professional email to a parent explaining their child needs extra support in reading.”

Always revise before sending and add specific details such as context, meeting times, calendar invites, or links.

Responsible Use Guide:
Always review before sending and make sure the message reflects your voice while protecting student and family information.

10. Collaboration

How it helps:
AI can support team conversations, offer neutral ideas, and help turn lessons into multiple classroom projects. It can help teams organize thinking and support systems such as MTSS, behavior, and planning.

How to do it:
Start with a clear team goal. For example:
“We need ideas for improving small group instruction during the math block.”

Then use AI to generate options or questions to guide the discussion. You can also use AI to analyze a lesson and suggest ways it could be adapted across classrooms or to meet different student needs.

Responsible Use Guide:
AI does not replace collaboration. The team makes the decisions. Use your professional judgment together and keep student needs at the center.

Overall, AI is an increasingly used tool in education. When used intentionally and responsibly, it can support teachers and improve efficiency. I hope these classroom examples are helpful as you continue to build your use of AI.

At the same time, it is important to stay grounded in research-based practices. Educational resources provide high-quality, engaging lessons for K–12 teachers.

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]]> ai-in-classroom Effective Teacher Evaluation: A Guide for School Leaders /blog/educational-leadership/teacher-evaluation/ Thu, 16 Apr 2026 17:09:17 +0000 /?post_type=blog&p=212661 Key takeaways Teacher evaluation systems should be continuous cycles that provide educators with actionable feedback. Reliance on a singular yearly observation will not move the needle on teacher growth. An evaluation process will be successful when it is a collaborative effort between teachers and school leaders. Teachers should be equal partners in the process to […]

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Key takeaways

  • Teacher evaluation systems should be continuous cycles that provide educators with actionable feedback. Reliance on a singular yearly observation will not move the needle on teacher growth.

  • An evaluation process will be successful when it is a collaborative effort between teachers and school leaders. Teachers should be equal partners in the process to increase engagement and positive outcomes.

  • To ensure success, there should be a high correlation between teacher evaluations, professional learning, and identified school improvement goals. Continuity between stated expectations and the evaluation process is necessary.

teacher evaluation

Research over the last two decades has found that access to a quality teacher is one of the most important indicators for student success. One meta-analysis of recent studies found that can account for increases of nearly 10% in student achievement. Over a 12-year span in primary and secondary education, being taught by an effective teacher will greatly increase students’ chances of success.Ěý

To support teacher effectiveness and growth, educators should engage in a robust, ongoing professional learning community. An integral pairing with professional learning is a productive teacher evaluation process. When implemented within a healthy school culture, evaluations can improve instructional practices and increase teacher confidence.

What are teacher evaluations?

Teacher evaluations are the steps taken within a formal process to assess a teacher’s skills and abilities. The elements within an evaluation vary, but they usually focus on a teacher’s pedagogical knowledge, classroom practices, communication, professionalism, and ability to maintain a safe learning environment. The ultimate purpose of any evaluation is to improve classroom instruction. This is not possible if the entire process is one annual observation with limited feedback. Teacher evaluations should be a complete system built to work in tandem with professional development within a school culture of trust.Ěý

Similar to an evaluation in any line of work, a teacher evaluation includes an observation(s) of a teacher by a school leader with a formal outcome. In some cases, the outcome is numerical or a categorical label (i.e., 1-4 or Emerging-Proficient-Distinguished). Effective systems will rely on multiple points of data, which might include classroom observations, participation on leadership teams, collaboration with colleagues, or adherence to professional ethics. A school leader will share the process with a teacher, ensure the required elements are completed, and provide feedback to finalize the evaluation. There is a wide range of evaluation systems within the United States, and each has its own level of effectiveness.

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How have teachers historically been evaluated?

Decision-making regarding teacher evaluation systems historically fell to each state, and as such, there were wide-ranging practices. Unfortunately, the majority of these practices included evaluations based on as little as one classroom observation or one teacher meeting at the end of the school year. Teachers might have been asked to produce documentation of their instructional practices; however, there was no focus on the impact of these practices on student learning.Ěý

In the late 20th century, falling test scores prompted the federal government to increase its presence through the No Child Left Behind Act of 2001 and later the Race to the Top initiative (2009). Concerns about declining test scores among international students prompted the government to tie evaluation systems to numerical student results. Whereas in the past a teacher evaluation focused on the individual educator, the new systems expanded to include components measured using specific data (e.g., standardized test scores).Ěý

For nearly 15 years, state systems were influenced by these laws and financial incentives from Washington D.C. The results were underwhelming, as it became clear that emphasizing numerical student outcomes could reflect which students are in a class rather than teacher practices. For example, if the same teacher was evaluated on standardized reading scores in a class serving English language learners compared to a classroom of native English speakers, the students’ scores could be drastically different, even though the teacher was the same. Almost immediately, lawsuits were filed by educators around the country over the fair application of these measures in the teacher evaluation process.Ěý

Ěý

The Every Child Succeeds Act (2015) shifted the emphasis from student outcomes to teacher pedagogy and skills. This act also shifted full control of teacher evaluation processes back to the states. To avoid a return to evaluations that rely on a single observation or meeting, it was recommended that new teacher evaluation systems draw on a variety of data sources, including classroom observations, coaching cycles, student growth measures, and teacher-designed professional learning goals.

How are teachers evaluated to support growth?

As each state has developed its own teacher evaluation system over the last decade, there have been strides toward expanding processes to include multiple measures of teacher and student performance. Emphasis has been placed on considering teacher evaluations in teacher recruitment, development, and retention. To support this mindset shift, teachers and school leaders will need to take a positive view regarding the possibility of collaboration. When evaluations are perfunctory, biased,Ěý or one-sided, teachers can become disillusioned with the process.Ěý

To combat negative stigmas, school leaders should take measures to ensure that visibility and presence in classrooms are parts of the school culture. A dedication to a complete teacher evaluation system will take time and resources. It is critical that leaders invest in the process to demonstrate their commitment to teachers and professional growth. School leaders should block time in their schedule to walk the hallways and visit classrooms informally before any official evaluation steps occur. Teachers will need to acclimate to an environment where adult visitors in their classroom are the norm. Easing the pressure associated with observations and feedback is the foundation needed for later success.Ěý

Another necessary step will be clarity within school expectations and evaluation processes. At the district and individual school levels, leaders will need to ensure alignment exists between the stated goals, the evaluation system, and the associated measurement criteria.Ěý It would be a mistake to set goals related to classroom engagement without an element of the evaluation process that speaks to this skill set. Teachers will need clear markers for measurement and success.Ěý

Within the evaluation process, all parties need to adopt a self-reflective attitude. Feedback from observations and ongoing data collection will provide the basis for conversations about all aspects of teaching and leading. With an understanding of shared goals, a dedication to open communication, a clear evaluation system, and associated professional learning opportunities, schools can make great gains in student understanding.

5 Tips for Making Teacher Evaluations More Effective

1. Make it a Collaborative Process

All staff members should be included in an evaluation system. Regardless of the title or role, the adults in a school building are there to improve the lives of children. It is important to honor their work by recognizing their strengths as well as areas for improvement. Provide teachers and support staff with a voice in all steps of the process.Ěý

2. An Evaluation System is a Continuous Process

Any new plans or modifications to an existing evaluation system should include multiple components throughout the school year. There should be classroom observations, formal evaluation reports, informal conversations, and official conferences. Teachers should be given multiple opportunities to demonstrate their skills and to discuss goals and feedback with their evaluators.Ěý

3. The Evaluation Process Should Be Supported with Actionable Feedback

Leaders should identify a variety of methods to assess teachers’ skills and areas for growth. With these areas in mind, leaders can share feedback in written and verbal formats. It is imperative that feedback be actionable and include specific details for skill development.

4. Provide Teacher Access to Coaching, Mentors, and Pedagogical Experts

Educators will be expected to use feedback to improve their instructional practices. To support this growth, teachers should have access to human resources as part of their professional learning opportunities. In some schools, this could include content area specialists or instructional coaches. However, all schools have access to effective teachers within their building. Leaders should consider how to tap into supporting teacher leaders.

5. Integration of Professional Learning and Shared Goals into the Evaluation Process

Each school district and individual school should have a clear understanding of the shared goals for a year or a multi-year period. With the goals in mind, feedback from evaluations can be paired with meaningful and timely professional learning. For example, if a school has set a literacy goal based on Lexile levels, any classroom observations should focus on teachers’ practices that support this goal. Then feedback provided at follow-up conversations and conferences can hone a teacher’s understanding for growth. Finally, professional learning should be created in response to real-time needs.Ěý

The most effective teacher evaluation system will be one that fits within a school culture dedicated to collaboration. Teachers and leaders working together on school and professional goals will inevitably lead to student growth. Leaders should consider the full picture when implementing observations and evaluations to ensure their integration into the school environment.Ěý

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]]> teacher-evaluation 5 Strategies for Improving School Attendance /blog/educational-leadership/how-to-improve-school-attendance/ Tue, 07 Apr 2026 18:58:09 +0000 /?post_type=blog&p=212240 Key takeaways Chronic absenteeism doesn't exist in isolation. High absenteeism rates, low academic achievement, and social disengagement are so intertwined that addressing one without the others is rarely enough. Improving school attendance is most effective when schools start with a deliberate focus on personal engagement, strengthening each student's sense of belonging, purpose, and connection to […]

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Key takeaways

  • Chronic absenteeism doesn't exist in isolation. High absenteeism rates, low academic achievement, and social disengagement are so intertwined that addressing one without the others is rarely enough.

  • Improving school attendance is most effective when schools start with a deliberate focus on personal engagement, strengthening each student's sense of belonging, purpose, and connection to their school community.

  • When all school staff, families, and community partners work together around the needs of individual students, schools are better equipped to make real, lasting progress.

school attendance

While the US Department of Education reports that chronic absenteeism rates are slowly improving following a post-pandemic surge, schools continue to face significant challenges with poor attendance. High absenteeism rates, low academic achievement, social disengagement, and high dropout rates are often so intertwined that it can be difficult to determine which is actually the root cause, leaving school leaders searching for strategies to improve school attendance.

Knowing where to start is a challenge in itself. Improving academic achievement depends on consistent attendance, while social-emotional interventions can take years to show results. Research and resources from K-12 online learning platforms confirm that student engagement is central to student success. Studies show that strategies focused on personal engagement — such as mentoring and building strong home-school connections — have immediate positive effects on student outcomes. For this reason, efforts to reduce chronic absenteeism may work best when schools start with a deliberate focus on strengthening students’ sense of belonging, purpose, and connection.

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5 Strategies for Improving School Attendance

1. Get the Right People in the Room

The first strategy is one of the simplest, yet most overlooked: get the right people in the room. Rather than limiting these conversations to teachers and administrators, invite bus drivers, cafeteria workers, instructional assistants, counselors, and coaches, as these adults often know students in ways the classroom never reveals. Together, your team should build a complete picture of each at-risk student: what they’re good at, what they care about, and who they trust. That knowledge isn’t just background information; it’s the raw material for interventions rooted in personal engagement and genuine connection.

2. Build School-Wide Routines that Create a Culture of Attendance

The second strategy is to build school-wide routines that create a culture of attendance before problems take hold. Schools that wait for absenteeism to surface are already behind. Small, consistent habits built into the school day can shift the culture early.

For students in preschool through second grade, teachers should greet each student by name and check in using visual feelings charts or soft start routines. At this age, feeling seen each morning can be the difference between a child who looks forward to school and one who doesn’t. For older students, morning meetings, advisory periods, and peer-connected recognition programs are natural opportunities to build attendance-focused routines – acknowledging improvement, not just perfection. Across all grade bands, celebrating attendance milestones through announcements or classroom recognition sends a clear message: showing up matters.

3. The Right People in the Building Taking Deliberate Action

The third strategy is perhaps the most personal: the adults in your building taking deliberate action to re-engage students who are losing their connection to school. What often makes the real difference is a single trusted adult who consistently shows up for a student.

Teachers can start small with a check-in at the door, a flexible seating option, or a low-pressure catch-up routine that lets a returning student ease back in without embarrassment. Counselors can offer support and work directly with families to find out what’s getting in the way. The school nurse can address chronic health concerns and facilitate a doctor referral when needed, removing a barrier that no attendance plan ever touched.

Support staff can play a critical role, too. A phone call that feels like a conversation rather than a consequence, or a connection to a local food pantry or family success center, can shift a family’s entire relationship with the school.

At every level, it comes down to the same thing: personal engagement. Not paperwork, not policy — people.

4. Deploy Supports for Chronic Absenteeism

The fourth strategy is for students whose absences have become severely chronic and who need a whole-school response that pulls every available resource around that child and their family.

Administrators should arrange a home visit or virtual meeting as a gesture that communicates urgency without blame. Teachers can modify expectations so reentry feels manageable rather than overwhelming. A simple reentry meeting with a staff member and parent present gives the student a supported way back in. Every severely chronically absent student should have an assigned mentor adult in the building, and a peer buddy on reentry days can make the transition feel less daunting.

When individual efforts fall short, the team must come together formally. A multidisciplinary team should develop a wraparound support plan, and the I&RS team should lead a formal review for long-term supports. When circumstances exceed what the school can handle, such as housing instability, safety concerns, or family crises, referrals to DCP&P, community housing support, or crisis response teams may be necessary. Throughout it all, keep the student included in class or school recognition. It’s a small thing that signals they still belong here.

5. Celebrate Presence

The fifth strategy shifts attention from responding to absence to celebrating presence. Morning announcements, hallway displays, or classroom streak charts tell students that showing up is noticed. Sticker charts and small rewards work well for younger students. For older students, a genuine shout-out from a coach or a note home often lands harder than any certificate.

Celebrate progress, not just perfection. A student who went from missing three days a week to missing one has done something worth acknowledging — and saying so out loud matters.

Figuring out how to improve school attendance isn’t a problem any single strategy, person, or program can solve. But when schools treat attendance as everybody’s business – every adult, every family, every student – things start to change. These five strategies won’t look identical in every building, but the goal behind each one is the same: create a place where students want to show up, feel noticed when they do, and are genuinely missed when they don’t.

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]]> school-attendance School Budgeting Guide: Strategies for Educational Leadership /blog/educational-leadership/school-budgeting/ Wed, 18 Mar 2026 12:10:19 +0000 /?post_type=blog&p=210952 Key takeaways To maximize student achievement, money should be spent in ways that support a school's improvement plan. School leaders will need to understand where funding comes from and how it can be spent in accordance with federal, state, and local guidelines. Schools should develop a plan to consider short-term versus long-term spending. Budgeting is […]

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Key takeaways

  • To maximize student achievement, money should be spent in ways that support a school's improvement plan.

  • School leaders will need to understand where funding comes from and how it can be spent in accordance with federal, state, and local guidelines.

  • Schools should develop a plan to consider short-term versus long-term spending.

school budgeting

Budgeting is a complex aspect of school leadership that is often considered after instructional decision-making. It is evident that money should be spent to support learner growth and achievement, but what is less clear is how much money each school will have, which funds can be used for different purposes, and how funding will fluctuate in the future.

School budgeting should be an intentional part of planning for each school year, as funds must be clearly earmarked in advance. This will prevent a school from running out of money before the school year ends. In addition to planning for a single school year, leaders should develop a multi-year plan to address larger cost items.

Understanding School Budgeting

In the United States, are provided at the state or local district. Historically, federal financial support has focused on at-risk or low-income students. These funds are regulated by the title under which they were created, i.e., Title II or Title IX.Ěý Each state department of education has its own formula for funding districts; these formulas use different data points to determine how much per-student funding a local board of education can expect to receive.Ěý

The remaining funding is determined at the local level and is based on taxes. This can be a combination of property and sales taxes. At the district level, the largest expenditures are payroll (salaries and benefits), instructional materials (curriculum and technology), and operational costs (building maintenance and transportation). Each school district will then allot a certain amount of money to an individual school.Ěý

At the local school level, funds received will be used to support instruction. This could include areas such as professional learning, classroom supplies, supplemental curriculum materials, field trips, and staff morale. Individual schools can also supplement their budget with support from a parent-teacher organization, fundraising, business partners, or community donations.Ěý

Each school year, there will be numerous requests for financial support. The most important question for each expenditure should be: “Does it support a specific goal of the school?” If the answer is no, the request should be at least postponed, if not outright denied. If the answer is yes, the request should be considered. A fair consideration should include a comparison with other possible solutions.Ěý

School leaders will be tasked with making budget decisions ahead of the school year. Working closely with a bookkeeper, the principal or administrative team will create line items in as many categories as necessary. It is a sound practice to create items with specific purposes to avoid spending money that is actually designated for a particular use.

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Receiving and Allocating Funds

It can be helpful to think of an individual school budget planning as a group of buckets. Each bucket will have a source of money. The source is important because oftentimes, there are stipulations on how money can be spent. For example, state money, given to a district and then divided among schools, can often be spent only on items that directly support student learning. This could include materials such as workbooks, supplemental curriculum, or class sets of books. In this instance, state funding would be in a state-instructional bucket.Ěý

Funds derived from local taxes might face fewer restrictions. In that case, a leader might have access to a teacher-celebration bucket. These funds could cover drinks and snacks for teachers at a meeting or the cost of lunch during an appreciation week. Another bucket could include purchasing supplies for student incentives. Although items such as those found in a school store can help motivate students, these are not considered instructional and, as such, are usually the responsibility of the individual school. Another high individual cost will be professional development. Although one could argue that ongoing teacher development directly impacts student learning, state funds are often off-limits for meeting these teacher needs. Professional learning is a broad term that can include conferences, webinars, planning days, and the cost of subs for educators attending these events.Ěý

Many individual schools benefit from the support of parent-teacher organizations/associations or booster clubs. The additional funding from these types of partnerships can extend beyond the school walls to include areas such as sports fields, playgrounds, and overall campus beautification.Ěý Additional money can also be raised through offering after-school programs or selling food items during the day.Ěý

When considering the sources for school budget planning, the importance of local funding becomes obvious. Property taxes and the involvement of outside supporting organizations create significant differences between schools based on homeowners’ income levels and the amount of disposable income available to a PTO/PTA or booster club. Essentially, the state will fund districts using a formula that takes only some of the community circumstances into account. It is then the responsibility of a local district or individual school to secure revenue to support school initiatives. This creates a wide disparity between schools within the state and even some within the same district.

5 Tips for School Budgeting

Once a school leader has a clear picture of the money available to spend and the school’s needs and goals, they can begin to create a short-term plan for the year, as well as a long-term plan for more expensive items.Ěý

1. Divide spending between departments and individual educators

At the end of each school year, meet with department chairs to create a list of needs for each department. The needs of the department or team should be all-encompassing, but it is best practice to allot a set amount for each teacher as well.Ěý This is normally a much smaller amount and should be offered to all educators.Ěý

2. Keep up with school spending

A school leader should estimate spending in each area and then meet with the bookkeeper at least monthly to account for money brought in and spent during that period.Ěý There are usually general funds available to be reallocated if overspending occurs. Some local school districts encourage building leaders to keep a portion of money in reserve from year to year.Ěý

3. Develop a multi-year plan for improvements and initiatives

When considering certain improvements, such as an elementary playground, a school could expect a cost of $100,000. In many instances, it is not feasible to spend this much money in a single year. Rather, many schools will fundraise by sharing a goal with the local community.Ěý

4. Understand that even the most effective budget will require support from the parents and families

This reality sheds light on the funding gaps that schools may face. Parents might be asked to provide school supplies, pay for field trips, contribute to class celebrations, or pay to cover the cost of joining a sports team.

5. Make sure the budget matches your schools' priorities

At the end of a quarter, semester, school year, or multi-year plan, it should be readily apparent that the bulk of the school’s spending is allocated to its greatest needs. If a school needs to raise literacy scores, then its largest expenditures should be items or supplies that will support improvement for teachers and students, such as platforms for supporting reading comprehension and literacy instruction.Ěý

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]]> school-budgeting How to Plan an Effective School Assembly /blog/educational-leadership/school-assembly/ Tue, 27 Jan 2026 20:29:23 +0000 /?post_type=blog&p=207112 Key takeaways School assemblies are a powerful tool for building community and fostering school pride. Celebrating achievements and recognizing accomplishments as a whole school brings joy and togetherness. School assemblies can be used to teach or reinforce important instructional concepts that students will remember for a lifetime. It can be challenging to build a school […]

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Key takeaways

  • School assemblies are a powerful tool for building community and fostering school pride.

  • Celebrating achievements and recognizing accomplishments as a whole school brings joy and togetherness.

  • School assemblies can be used to teach or reinforce important instructional concepts that students will remember for a lifetime.

school assembly

It can be challenging to build a school community when students typically interact only with their homeroom class in elementary school or with their grade level in middle and high school. School assemblies are a convenient way to bring students together for community-building or instructional purposes.Ěý

As an administrator at the elementary and high school levels, I have witnessed the effective use of assemblies for students of all ages. These planned gatherings have specific purposes and also teach students soft skills for learning in a large-group setting.Ěý

With thoughtful planning, school assemblies can be organized regardless of the resources available to a school. By identifying a clear purpose and forming a strong team, an outstanding school assembly is possible.

What Is a School Assembly and Why Does It Matter?

A school assembly is when a large number of students are brought together in one place within the school building for an event. In some schools, it is possible to bring the entire student body together. However, due to size or limited space, it may mean bringing together a designated portion of the students, such as a grade level or students grouped by last name.Ěý

Student assemblies matter because they can help students learn in new ways and also teach life skills. The main purpose of a school assembly might be a recognition ceremony for students or student-athletes, a presentation by a local author, or even introducing students to animals they might not otherwise see in real life. As students enjoy the community-building or instructional outcomes of the school assembly, they also learn to operate in a large-group setting. Students understand the mechanics of moving and sitting within a crowd, when to speak and when to listen, when audience participation is expected, and what responses are appropriate.Ěý

Along with understanding how to be part of the larger assembled group, students can be given leadership opportunities during school assemblies. The chance to lead in front of your peer group develops skills in student leaders and also sends a message to other students that they are not passive participants in their school journey.

How to Plan an Effective School Assembly

Planning an effective school assembly can feel daunting. However, with time and teamwork, it is possible to incorporate assemblies into the school year in meaningful ways.Ěý

The most important step for planning a school assembly is to think ahead.Ěý When an idea or opportunity arises, create a team to plan the event.Ěý

An assembly planning team or committee will need to create a list of considerations, which could include:Ěý

Purpose and Alignment

  • ĚýWhat is the purpose of the assembly?
  • How does the assembly speak to a goal associated with the school?

Presenter or Organization

  • Which presenter or organization can address the intended purpose of the assembly?ĚýĚý
  • Is this a group within your school (maybe a student organization), or is this an outside entity?Ěý
  • What do we know about this group?
  • Is there a message and presentation appropriate for our students?Ěý

Audience

  • Which groups will be included in the assembly?Ěý
  • The whole school or a portion of the student body?
  • Is the presentation better for older or younger students?Ěý

Scheduling and Frequency

  • How many times will the assembly occur?
  • If the school were divided, would each group of students attend the assembly?Ěý

Location and Space

  • What location will you use for the assembly?
  • How much space does this provide?Ěý
  • Is this space already in use?Ěý

Timing and Impact on the School Day

  • What time will the assembly be held?
  • How does this impact the school day?
  • Consider arrival, lunch, and dismissal specifically.Ěý

Student Movement and Supervision

  • How will students enter, sit, and exit the assembly?
  • There should be a plan for a staggered entry to avoid disruptions.

Safety and Contingency Planning

  • Are there any safety concerns with the time or location of the event?
  • Is there enough room for all the people invited?
  • Can adults safely reach students within the space?
  • If this is outside, what is the alternate weather plan?Ěý

Cost and Funding

  • Is there a cost associated with the assembly?
  • Does the school have the budget?Ěý
  • Are there any ways to offset the cost? Fundraising? A grant?Ěý

Student Awareness and Expectations

  • What do the students know about the assembly?
  • Are the contents a surprise reward for outstanding effort?Ěý
  • If the assembly is instructional, are students able to understand the material?Ěý
  • If students have access to cell phones during the school day, will they be allowed to bring them to the assembly?Ěý

Community Involvement and Communication

  • What is the role of the outside community?
  • Are parents or families invited?Ěý
  • How much information will be shared about the assembly’s content and its impact on students’ day?Ěý

The process will take more time initially, but once your school team has a set of dedicated procedures, future assemblies will come together with ease.

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Creative Ideas to Make Assemblies Engaging

Creating an engaging assembly is the most fun part of the planning process. Once a school team has considered the purpose and logistics for an assembly, it is time to consider how to make the event memorable for students. For the majority of school assemblies, the planning team could incorporate the following elements:

Music and Visuals

A cost-effective way to make an assembly more interesting is to include visuals (images, clips, in-person performances) and music to set the tone for the event. You can access a K-12 online learning platform for resources.Ěý

Examples could include the school band or drumline performing, a short clip related to the presentation to prime the audience, a DJ to play music for student entry and exit, or watching a hawk land with a handler during an avian demonstration.

Energy Levels

Each school assembly will have a different purpose, and the energy will match.Ěý Most assemblies should have high levels of student engagement and energy from the presenters.Ěý

Examples could include watching a live dance, presenters incorporating jokes or humor, a connection with the school or student body (former students or current student groups), an item for students to take home, or surprise elements to captivate students.

Interactive Elements

Students of all ages would prefer to participate rather than sit for an extended period of time.Ěý

Examples could include future fairs, games to start the presentation, questions from the audience, hands-on opportunities with science experiments, a chance to vote for a winner, turn and talk with your neighbor, or a chance to try a new dance move at the end of the assembly.

Variety of Elements

Based on how long an assembly will last, it is a best practice to incorporate a variety of elements so that students are not just sitting and listening.Ěý

Examples could include movement breaks for students, the use of music between elements of the assembly, audience questions during the presentation, different speakers, and movement by the presenters during the event to connect with the entire audience.

The assembly’s tone should be considered when planning. If students are hearing from a speaker about a historical event, some elements, such as visuals and interactive features, could be meaningful, but music and high-energy movement might not be appropriate.Ěý

Common Mistakes to Avoid

One of the best ways for a planning team to consider elements for an assembly is to know what mistakes to avoid. Here are some things you will want to address proactively:

  • Students are not aware of behavioral expectations
    • Do not assume students know how to behave in an assembly. Take time to have teachers review expectations beforehand.Ěý
  • The assembly is boringĚý
    • If you spend time planning and changing student schedules for an assembly, you want to ensure it is an enjoyable experience that students will remember.
  • The assembly is too long or too shortĚý
    • Even with the best of intentions, an assembly will lose its meaning if it runs too long or if the school schedule is interrupted by an event that seems to go by in an instant.Ěý
  • The topic is inappropriate
    • Be sure you know exactly what will be presented to your students ahead of time. Consider the students’ ages and maturity levels.Ěý
  • Participation is limited to the same message or group every timeĚý
    • Avoid assemblies that are always planned for the same group of students. For example, awards for student athletes or high achievers are the only time students are assembled.

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]]> school-assembly Teacher Retention: How to Keep Educators in the Classroom /blog/educational-leadership/teacher-retention/ Thu, 08 Jan 2026 19:46:27 +0000 /?post_type=blog&p=205985 Key takeaways Teacher retention strengthens student achievement, school culture, and community trust while reducing costly turnover. Attrition is driven by workload, behavior challenges, low pay, and lack of appreciation. Leaders improve retention through teacher voice, relevant learning, recognition, clear expectations, and strong support. Teacher retention is one of the most important factors for maintaining an […]

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Key takeaways

  • Teacher retention strengthens student achievement, school culture, and community trust while reducing costly turnover.

  • Attrition is driven by workload, behavior challenges, low pay, and lack of appreciation.

  • Leaders improve retention through teacher voice, relevant learning, recognition, clear expectations, and strong support.

teacher retention

Teacher retention is one of the most important factors for maintaining an effective learning environment. Keeping teachers engaged in the profession has a positive impact on students, staff, and the broader community. School leaders are often given clear guidelines for recruiting and hiring teachers, but they are left to their own devices when it comes to teacher retention. Although some reasons an educator might choose to leave are beyond the control of local leaders, such as salary or benefits, the factors with the most immediate impact occur within each school building.

A school or district that can maintain its teacher population will make more gains across the board. Students who are taught by teachers who have intentionally remained in the educational field are better equipped to grow.Ěý A school culture built upon a shared understanding and continuity of belief will make steady progress. A community that trusts the school leaders and teachers who have demonstrated their commitment with fidelity will have strong bonds. To put it simply, a lack of teacher retention leads to academic loss, an inconsistent culture, and weaker community connections. School leaders should consider teacher retention a key element of organizational success, as it is more feasible to build on momentum than to create new momentum each year.

What is teacher retention?

Teacher retention is the number of educators who choose to remain in the occupation from one school year to the next. As with any profession, turnover among employees is expected for a variety of reasons. These could include retirement, moving, or shifts within a family dynamic.Ěý When a limited number of teachers leave for predictable reasons each year, this should not be a cause for concern. All schools can create support plans and procedures to help new educators get up to speed on the school culture and learning expectations during their first years in the field.

Teacher attrition, on the other hand, is used to describe a teacher’s decision to leave the educational field altogether. Reasons given for attrition before retirement age are often linked to insufficient pay, increasing demands outside working hours, an unhealthy work-life balance, or overwhelming job expectations. Teacher retention can be a direct reflection of an individual school or a district. When educators choose to leave because of factors under internal control, leaders should pause to consider what adjustments they could make. It is important to note that insufficient salary is one of the most frequent reasons given for leaving education, but this is often not an area that local leaders can change.

From a leadership perspective, teacher retention should focus on the methods that can be implemented at the individual school or district level to keep educators in the field. An effective school will have a clear, widely shared mission and vision to guide decision-making. When teachers support these goals and remain at school, this allows for continuity of beliefs and practices. If a large number of staff members join a school each year, valuable time and other resources are wasted on acclimating these new colleagues. It is in the best interest of leaders and students to support and retain successful teachers.

Average Teacher Retention Rates

The statistics for teacher retention rates have changed drastically over the last five decades. In the 1970s, a bachelor’s degree in education represented 20% of all undergraduate diplomas. There were high numbers of teachers entering education, and those teachers planned to remain in the field until retirement. In 2020, the same degrees accounted for only 4% of the graduating classes in the United States. At the same time, 35% of new teachers leave the profession within the first five years of employment. There is a teacher shortage due to declining numbers of new educators, paired with increasing numbers of teachers leaving for other opportunities.

Less than 20% of teachers who leave education each year are retiring; they cite reasons including:

  • Increasing instances of negative student behavior
  • Salaries that do not reflect the amount of work required
  • Additional responsibilities outside of instruction
  • Loss of appreciation for the field of teaching

The diminishing number of teachers is apparent across the country.Ěý In June of 2025, 48 states reported filling teaching vacancies with applicants who were not fully qualified.Ěý When examining the positions that remain either unfilled or filled by a candidate without full credentials in the 2025-2026 school year, the number exceeds 400,000. The time to address teacher retention rates is now. Currently, approximately 8% of educators leave annually, including both novice and experienced teachers. This number has been relatively stable over the past decade, but it does not account for the cohort of teachers who entered the field in the 1990s and 2000s who will soon retire. If changes are not made, leaders will be forced to support a majority of new teachers each school year, and the number of teacher vacancies will grow.

What are the benefits of teacher retention?

The benefits of retaining good teachers can be divided into three main areas: organization, environment, and community.

Organization

Organizationally, time and money are limited resources in education. When teachers remain in the profession, it is not necessary to use financial resources in the same way each year. So the time and money can go further to help teachers enhance their skills in a variety of areas. There is a cost associated with recruiting and training new employees, regardless of the occupation. In teaching, it costs money to find substitutes to fill vacant positions, to provide materials for new classroom teachers, and to compensate trainers focused on curriculum and educational platforms for the benefit of only new teachers. This is an especially steep price to pay if these supports come at the expense of existing teachers’ needs.Ěý

Environment

A major benefit of teacher retention is stability and continuity. A school should have a clear plan for continuous improvement. Although there will be adjustments along the way, the overarching goals and practices should be reflected in staff members’ practices and methodologies. The environment impacts every minute of the school day. It is experienced through relationships, academic expectations, celebrations, and behavior. It is not feasible to build a healthy environment when the majority of staff members change every year.

Community

In the community, teacher retention speaks to a commitment to students and families. Through ongoing connection with community stakeholders, teachers build trust and lasting relationships. When these teachers remain in the school, the community is strengthened through word of mouth outside the school. The families become the biggest cheerleaders for the teachers because they have personal experience. A school’s reputation is built through interactions with students and families. Teacher retention is a foundational piece of building a school that is embraced by the community.

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5 Strategies to Increase Teacher Retention

School leaders should consider ongoing teacher retention strategies at their own school. These practices must be intentional and embraced as overarching practices within the school.

Amplify Teacher Voices

Educators are professionals who have the background knowledge and training to be successful in their profession. The most direct way school leaders can demonstrate their trust in teachers and their abilities is to seek teachers’ opinions, ideas, and feedback. Teachers understand the day-to-day needs of a classroom, and that knowledge should guide organizational decision-making. Teachers should be part of a transparent process to impact student learning and success.

Provide Job-Embedded Professional Learning

Teacher PL should not be viewed as a one-time dissemination of information, but rather a variety of methods used to support teachers as they grow in their practices. This will look different at each school, but it might include professional learning communities (PLCs), microlearning, grade- or department-level common planning, or any other technique to bring teachers together with protected time, shared goals, and resources for improvement. It is important that the development be relevant to teachers’ needs and applicable in their daily practices. Professional learning should be job-embedded, meaning it occurs within working hours for purposeful improvement.

Recognize Teachers Authentically

Teachers are by far the most important resource in a school, and they must feel seen and appreciated. This goes beyond using small gifts or cliched praise as teacher retention strategies.Ěý The best practices of recognition are ongoing and authentic. There are opportunities every day to recognize teachers for their hard work, innovation, and dedication to students. Leaders should incorporate systems for formal and informal recognition into their year-long plans.

Set Clear Expectations

Effective school leaders need to identify teachers’ expectations and ensure clarity. Teacher responsibilities must align with student success. There will inevitably be additional tasks that teachers need to take on to support students, such as class meetings, data collection, and conferences. However, a teacher’s job to educate cannot be fulfilled if they are trying to hit a moving target. Teachers need to know what is expected of them and have the resources and time to realistically meet those expectations.

Demonstrate Strong Leader Support

One of the largest issues teachers report is the increase in negative student behavior. As leaders, it is imperative to support teachers without adding to their workload. School leaders, whether administrators, coaches, or interventionists, need to be in classrooms with teachers to help navigate difficult circumstances. When situations escalate outside the classroom, whether that be student consequences or parent meetings, teachers need the confidence that they are supported by their leaders.Ěý

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]]> teacher-retention 5 Ways Principals Can Make Teacher Meetings More Productive and Purposeful /blog/educational-leadership/teacher-meetings/ Wed, 07 Jan 2026 20:11:20 +0000 /?post_type=blog&p=205833 Key takeaways When all teacher meetings support the same instructional goal, rather than competing priorities, the purpose is clear, and time feels well spent. Trust in leadership, not buy-in to initiatives, is more effective at keeping teachers committed to the work that happens between teacher meetings. When school leaders participate alongside teachers and make space […]

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Key takeaways

  • When all teacher meetings support the same instructional goal, rather than competing priorities, the purpose is clear, and time feels well spent.

  • Trust in leadership, not buy-in to initiatives, is more effective at keeping teachers committed to the work that happens between teacher meetings.

  • When school leaders participate alongside teachers and make space for teacher leadership, teacher meetings become spaces where problems are solved together.

teacher meetings

When Everyone Is Swimming in a Different Direction

Picture a school of fish swimming in the same direction. The image often represents teamwork and common purpose. In schools, however, getting everyone to move forward together is more complex. Teachers have different roles, face different pressures, and prioritize different efforts. Everyone works hard, but not always together. The result is not a school swimming smoothly together, but a collection of individual fish navigating their own currents.

It’s not always obvious when a school isn’t working together. Meetings have full agendas, slides are shared, and notes are taken. Everyone is busy. But efforts are scattered, not because teachers aren’t committed, but because their work isn’t anchored to a common goal. Left unaddressed, this lack of alignment could damage, or even undo, much of the good work.

One way for school leaders to address this problem is to rethink the purpose of teacher meetings. Meetings should be a tool, an educational resource, not simply a procedure. No matter who attends or when they happen, every meeting should support the same instructional goal. It is up to the school leader to create coherence across the school. With coherence, focus improves and progress compounds.

The good news is that with five intentional moves, school-wide coherence and steady progress are entirely possible.

1. Anchor Every Meeting to One Shared Instructional Goal

Schools rarely lack effort. More often than not, they are struggling to keep up with too many priorities at once. At any given time, there should be one clear instructional priority for the whole school. Principals can set the priority after reviewing student data, seeking staff input, or aligning with district goals. They might decide that the priority should be improving literacy, embedding social-emotional learning, or strengthening STEM education; regardless, it should be narrowed to a single instructional goal. Once the priority is set, every meeting and decision should support it, including every school principal meeting with teachers focused on instructional practice.

One of the fastest ways teacher meetings lose credibility is when they feel disconnected from each other or from teachers’ daily work with students. When a single school-wide priority is set, teachers can see how meeting time connects the bigger picture to their daily work with students.

There is no shortage of scheduled meetings in a school building: faculty meetings, leadership team meetings, department meetings, grade-level team meetings, data team meetings, interventionist team meetings, crisis team meetings, and professional learning meetings. But when they all support the same goal, accountability feels shared. It stops feeling like “my thing” or “your thing” and becomes our work. Co-teachers and teachers outside core content areas no longer wonder how the work connects to them. They can see their place in it. Every adult in the building, regardless of role, understands how their daily work supports the school-wide goal. And when this happens, meetings feel like a meaningful way to advance the shared priority.

2. Be Intentional about Who Is at the Table

Once the schoolwide priority is clear, school leaders should decide who needs to be at the table to move the work forward. Sometimes this means bringing the entire faculty together to build collective understanding. More often, though, it means bringing small teams together to work toward the shared goal in specialized ways. Relevance is key. When teachers know why they are in the meeting, whether it is a team meeting or a principal meeting with teachers, the conversation changes.

Productive teacher meetings are planned around the people whose insight, expertise, and viewpoints are needed. Once school leaders know who should attend, they should build schedules that support this vision. For example, schedules can be built so departments can review data together, grade-level teams can make intervention decisions together, and co-teachers can plan together.

Being intentional about who is at the table also means respecting the clock. A school leader should start and end meetings as planned and meet in person only when necessary. Items like announcements, data reports, and policy updates should be shared in advance, outside of meetings, so meeting time is reserved for work that is best done in person. Over time, these habits show teachers that their time and expertise are respected.

3. Show Up and Do the Work Alongside Teachers

Nothing signals to teachers whether a meeting is important faster than the principal’s body language. Is the principal giving top-down directives and then stepping away from the work? Is the principal taking part in the conversation, asking real questions, and working through issues with the team? Or is the principal responding to emails on a laptop in the back of the room? When principals are fully engaged, it shows that the work matters.

To support productive meetings, school leaders should rethink how they participate. They should not be passive observers in the back of the room, nor do they always need to take the lead. Instead, they should sit among the team, ask questions, and help solve problems. They should be open about what is uncertain, acknowledge challenges, and admit when something needs to change. Meetings should be where leaders and teachers roll up their sleeves and work through real problems and solutions together.

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4. Replace Buy-In With Trust

In schools, there is a lot of emphasis on buy-in. Leaders say they need it, and they sometimes hold meetings just to get it. But buy-in is about persuasion, and that isn’t enough. It suggests that staff will eventually get on board if leaders explain things clearly enough. Trust, on the other hand, is a stronger foundation. It isn’t built in a single meeting or through a single slide deck. Trust grows slowly through consistency and transparency, both during and between meetings.

If a topic comes up in a meeting and comes up again in other meetings, hallway conversations, or walkthroughs, teachers notice. For example, a principal meeting with teachers that revisits the same topic over time signals that the work is important. Meetings feel more meaningful when teachers see that what they talk about during meetings matters between meetings, too.

Trust also comes from being open. School leaders should name the real challenges, such as not having enough time, being stretched too thin, or facing decisions beyond the school’s control. Teachers sense these issues anyway, and ignoring the elephant in the room to try to secure buy-in diminishes trust. Teachers don’t have to agree with every decision, but they do want to know why decisions are made. That kind of trust is what makes teachers invested in the work after the meeting is over.

5. Build Shared Leadership Capacity

Effective meetings cannot depend solely on the principal. Every school has teachers who ask the questions others are thinking, help colleagues get unstuck, or make complicated ideas easier to understand. Strong leaders notice these leadership strengths and make space for them in meetings.

There are many ways to build shared leadership. A school might rotate the role of meeting facilitator. Teachers might help shape the meeting agenda by adding topics that matter to them. A principal might ask a teacher who leads discussions well to run part of a meeting. Or a school leader might ask someone who explains ideas clearly to summarize at the end of a meeting. When leadership is shared, responsibility for the work feels shared, too.

Shared responsibility also means that leaders ask for and respond to feedback. Feedback can be collected through a short survey or a quick debrief after a meeting. What matters most is that leaders share with the team what they heard and explain the next steps. When teachers see that their suggestions are taken seriously, they are more likely to take on leadership roles and share in the responsibility for the work.

The best meetings are not about charisma or control. Productive, purposeful meetings are built on clear goals, trust, and joint responsibility. When these tenets are in place, meetings feel necessary and help the whole school move forward.

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]]> teacher-meetings 5 Biggest K–12 Education Trends for 2026 /blog/educational-leadership/2026-education-trends/ Thu, 01 Jan 2026 16:17:39 +0000 /?post_type=blog&p=204722 Key takeaways The top tier trends in school education for 2026 are about balance—managing innovation, expectations, and budgets without losing focus on quality instruction. Current trends in education show that AI and technology add value only when used intentionally and aligned with classroom needs. Across all trends in education, student engagement is the clearest driver […]

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Key takeaways

  • The top tier trends in school education for 2026 are about balance—managing innovation, expectations, and budgets without losing focus on quality instruction.

  • Current trends in education show that AI and technology add value only when used intentionally and aligned with classroom needs.

  • Across all trends in education, student engagement is the clearest driver of learning and must guide decisions in 2026 and beyond.

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Discover the Latest Education Data

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As schools look toward 2026,education continues to shift in meaningful ways. Districts are navigating rapid technological advancements, challenges related to student engagement, and increasing pressure to deliver meaningful outcomes with limited resources. These trends in education are not isolated issues—they are connected to how teaching and learning happen every day in classrooms.

The top tier trends in school education for 2026 reflect the reality that many districts are facing: balancing innovation with day-to-day realities, meeting students where they are while maintaining high expectations, and navigating tighter budgets without sacrificing instructional quality. At the center of these conversations are AI, teacher workload, student engagement, fiscal realities, and the evolving role of classroom technology.

Insights from Education Insights 2025–2026: Fueling Learning Through Engagement reveals perspectives from superintendents, principals, teachers, parents, and students across the country. One clear theme emerges: engagement, relevance, and support matter more than ever for student success.

AI in Education

AI is one of the most visible trends in education today, and it continues to prompt important questions for school leaders.

AI tools are increasingly being used to support personalized learning, lesson creation, and instructional planning. Students report that AI helps them organize ideas, clarify concepts, and learn more efficiently. Educators are exploring AI to assist with tasks such as lesson planning, content preparation, and data analysis, creating opportunities to focus more time on instruction and building relationships.

Across schools, interest in AI continues to grow. Nearly all superintendents express excitement about AI’s potential to support teaching and learning, according to the 2025-2026 Education Insights Report. This optimism reflects a growing belief that AI may help address long-standing challenges related to differentiation and instructional demands.

At the same time, there are risks to consider. A concerning number of students acknowledge using AI on assignments without permission, while many teachers report catching students doing so. These concerns raise important questions around academic integrity, assessment design, and equitable access.

Views on AI differ across roles. While district leaders may see AI as an opportunity, classroom teachers—who manage distraction, plagiarism, and unclear policies every day—often approach it with more caution. Moving forward, success will depend on clear expectations, professional development, and consistent guidance. AI in schools is no longer optional; how it is used will determine whether it adds value or creates a distraction.

Teacher Burnout

Teacher burnout continues to shape some of the most important trends in education heading into 2026.

Educators consistently report being stretched thin by instructional demands, administrative responsibilities, and the growing need to individualize instruction. The issue is not a lack of commitment—it is a lack of time. Teachers overwhelmingly identify limited time for planning, professional growth, and collaboration as a major barrier to delivering engaging instruction.

The Ěý2025-2026 Education Insights Report makes one thing very clear: many teachers don’t feel they have the time needed to improve their practice, even though they know what engages students. That gap creates real challenges for long-term sustainability.

Burnout impacts instructional quality, student relationships, and staff retention. When teachers are overwhelmed, innovation slows—and even promising tools like AI can feel like additional burdens rather than supports. As districts plan for 2026, addressing teacher workload and day-to-day demands will be as important as introducing new initiatives.

Cell Phone Use

Student cell phone use has become one of the most visible classroom challenges and a significant current trend in education.

Teachers report a sharp increase in phone use during instruction, especially at the secondary level. At the same time, many students acknowledge that phones disrupt their ability to stay focused.

According to the 2025-2026 Education Insights Report more than half of high school students admit to using their phones during class, while nearly 80 percent of teachers say they regularly compete with phones and social media for students’ attention.

As a result, many districts – including mine – have implemented stricter phone policies. While clear expectations are important, I’ve also realized that these policies alone are not enough. When lessons don’t capture students’ interest, they will always find a way to disconnect.

Research and classroom experience show us that students disengage less when instruction feels relevant, challenging, and meaningful. In many cases, phones are a symptom of disengagement – not the actual cause.

Schools seeing the greatest success are combining clear boundaries with classroom approaches that emphasize student engagement and real-world connections.

Budget Pressures

Financial pressure continues to influence nearly every decision districts make, making budgeting one of the most pressing top tier trends in school education.

Increasing operational costs, staffing shortages, and competing priorities have forced districts to be more selective than ever. Health care costs alone have risen at double-digit rates year after year in many districts, consuming a growing share of operating budgets and limiting what districts can spend in classrooms. As a result, superintendents consistently cite limited classroom resources as a major barrier to student engagement.

The Education Insights report shows strong agreement across all stakeholder groups—students, parents, teachers, principals, and superintendents—that limited resources make it harder to support engagement and learning. This shared view shows why spending decisions matter more than ever.

Looking ahead, districts will need to be more selective about what they purchase, focusing on tools that save time and support student engagement. Rather than adding new programs, the focus will need to be on strengthening what schools already have.

New Technology

Beyond AI, instructional technology continues to play a growing role in trends in education.

Interactive content, real-world simulations, and digital resources are being used more often to make learning more engaging and relevant. These tools align with one of the central findings of the ĚýEducation Insights Report: students tend to work harder when lessons feel meaningful and connected to real life.

Technology works best when it supports engagement. A K-12 online learning platform can help teachers save time while making learning more interactive and relevant. Tools that align with curriculum goals—rather than adding extra steps—are most effective in supporting teachers and student learning.

Technology alone does not drive engagement. When poorly implemented, it can distract from learning. The most successful districts focus on alignment—making sure technology supports instructional goals, classroom priorities, and long-term needs.

Preparing Schools for 2026: Finding the Right Balance

As schools prepare for 2026, the most influential current trends in education are less about adopting every new idea and more about prioritizing what matters most.

Using AI in our classrooms has real potential, but only with clear guidance and support. Teacher burnout is a profession-wide problem and can’t be addressed by adding more initiatives. Cell phone usage points to the need for more engaging instruction and student opportunities. Budget pressures require careful spending. And technology should always support learning, not distract from it.

The findings in the Education Insights Report reinforce a critical message: student engagement matters the most and must guide our decisions in 2026 and beyond.

Districts that stay focused on these priorities will be better prepared for the next phase of K–12 education, while continuing to keep students at the center of their decisions.

Discover the Latest Education Data

Get your free copy of the 2025-2026 Education Insights Report: Engagement Fuels Learning

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