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.

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.

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.

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.

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.

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.

Put simply, AI in education refers to digital tools that use algorithms and predictive modeling to assist with learning, planning, assessment, and instruction. These AI tools can analyze patterns, adjust content, generate feedback, or streamline routines that typically take educators hours to complete.

Many people ask, “What is educational leadership?” Educational leadership is about creating the conditions that allow students and staff to do their best learning and teaching.

School leadership, by definition, is the practice of guiding a school community toward shared goals that support teaching, learning, and student well-being. In practice, school leadership means visiting classrooms, listening to staff, and making decisions focused on what is best for students. Effective leaders set direction, manage resources, empower staff, and shape a positive school culture where everyone can thrive. They blend instructional expertise, operational management, communication, and relationship-building so that every action moves the school closer to its mission and vision. ​​Effective leaders also know how to connect staff with the right educational resources to support teaching and learning.

A school improvement plan—or SIP—is a strategic, data-driven guide a school uses to improve student achievement and strengthen its overall performance. While every district has its own format and style, the goal of an SIP remains the same: to identify what’s working, determine what needs improvement, and outline specific actionable steps, timelines, and measures of success.

In short, a school improvement plan is your school’s blueprint for progress.

Throughout my career, I’ve been fortunate to be a part of four school districts, each with its own distinct culture and identity. While they were each unique in their own ways, they shared one common trait —the level of trust within each organization determined its success.

When trust was strong, our schools thrived, communication was open, and our students benefited. On the other hand, when trust was weak, even the simplest of ideas struggled to get off the ground—often to the detriment of student success.

As a school leader, establishing a trusting, supportive environment starts with you. Be visible, genuine, and listen more than you speak. Admit mistakes quickly. Every interaction builds trust and forms the foundation of effective school management.