School districts continue to prioritize expanding summer learning and enrichment offerings, adding specialist staff such as mental health personnel and reading specialists, and investing in high-quality instructional materials and curriculum, according to a survey administered by AASA, The School Superintendents Association.
The School District Spending of American Rescue Plan report is part of a multi-series survey focused on how district leaders across the country are utilizing American Rescue Plan (ARP) funds in response to the COVID-19 pandemic and, in particular, address student learning recovery.
This survey also sought information about what issues districts are experiencing in spending ARP funding and how they would change their spending decisions if they had more time to drawdown federal COVID-relief funds.…Read More
Eighty percent of U.S. school superintendents say that navigating political divides over issues ranging from school closures to mask mandates to teaching about racism in schools is the most difficult part of their job. Nearly half say they are considering or planning to leave their job in the next two to three years.
Large school districts in different parts of the United States have now developed systematic ways to increase diverse students’ access to advanced courses, and the districts are also providing other important aspects of equity, including an education that prepares the students for 21st century careers.
During a recent edWebinar, hosted by AASA, The Superintendents Association and AASA’s Leadership Network, Dr. Christine Johns, Superintendent of the Utica Community Schools in Michigan, and Dr. Ann Levett, Superintendent of the Savannah-Chatham Public Schools in Georgia, explained how their districts were achieving better outcomes for their student populations and offered recommendations for other district leaders.
Winner will be announced in February at AASA conference
AASA, The School Superintendents Association, announced today the finalists for the 2016 National Superintendent of the Year. This marks the 29th anniversary of the program, which honors school system leaders throughout the country.
Co-sponsored by Aramark, VALIC and AASA, the 2016 National Superintendent of the Year will be announced at AASA’s National Conference on Education, Feb. 11-13, 2016, in Phoenix, Ariz.
The four finalists for the 2016 AASA National Superintendent of the Year are:…Read More
With some districts and schools still struggling to meet bandwidth needs, keeping E-rate strong is more vital than ever
As a former school superintendent, and as the current head of the School Superintendents Association (AASA), I know firsthand that staying ahead of the curve when it comes to high technology isn’t easy. The digital concept is so important for our schools today. That’s why especially pleased when, recently, the Federal Communications Commission and the Universal Service and Administrative Company extended a crucial filing deadline related to the high-speed internet program in schools and libraries, commonly known as E-Rate.
The extension provides school districts, particularly rural districts, time to submit applications to secure funding and ultimately increase connectivity in their communities (the new deadline is April 16). Since its inception, the AASA has advocated for the E-rate program and the critical role it plays when it comes to the rapid and dramatic expansion of school and library connectivity.
Currently, we are working with superintendents around the nation to ensure they have the proper planning and professional development in place to provide our students with digital learning.…Read More
To assist schools grappling with making the digital leap, three large, national professional education associations offer practical guidance, best practices and examples of model technology-enabled schools.
Making a digital leap isn’t simply a technology initiative; it’s planning and implementing a technology-based learning environment for all students – a digitally-enabled ecosystem that is continuously improving, according to one organization. But when educators have a limited understanding of how to successfully integrate technology within education, it might seem as though they’re facing an abyss.
To assist schools grappling with these efforts, three large, national professional education associations combined forces, offering practical guidance, best practices and examples of model technology-enabled schools.…Read More
Winning superintendent announcement made at AASA’s 150th anniversary celebration
Philip Lanoue, superintendent of the Clarke County School District in Athens, Ga., has been named the 2015 AASA National Superintendent of the Year.
The Febuary 26 announcement came at the National Conference on Education, hosted by AASA, The School Superintendents Association.
“To be recognized by your peers is something I honor but more importantly, it’s great recognition for the work being done in our community,” said Lanoue during an interview with AASA last month. “This recognition (as a National Superintendent of the Year finalist) for me is really a recognition for our district, teachers, school leaders, parents, students and all of our community constituencies who have faith in the work we’re doing.”…Read More
Despite the fact that technology use is part of daily life, on balance, schools’ use of technology remains far from ubiquitous. There is no question that some teachers, principals, and district leaders have made considerable progress in using technology to transform learning. And there are strong examples of school districts that are leading digital change system-wide. However, there exists a major challenge: Few school systems have found a way to create a sustainable, digitally-enabled ecosystem.
The irony is real: Some school systems have not yet realized the promise of technology, for reasons that are varied and complex. Many schools and classrooms lack robust technology infrastructure due to affordability and adequate funding barriers, as identified in CoSN and AASA’s new national E-rate and infrastructure survey. Other factors include district cultures where there is apprehension and often aversion to changes that occur through technology, or a history of past tech investments that were not well-aligned to district needs. While in other cases, districts’ inability to experience an effective digital transformation rests with a lack of human capacity and communication, from vision setting to technical implementation.
District administrators and school board members, though, have an opportunity today to surmount these barriers. To empower K-12 system leaders to make or advance their digital leap, we at AASA, CoSN, and NSBA have formed a powerful partnership. This partnership, which brings together the leading professional organizations for superintendents, district technology leaders, and school boards nationwide, lends our knowledge, resources, and networks to help school system leaders strengthen their ability to lead the digital leap.…Read More
‘Leading the Digital Leap’ initiative from AASA, NSBA, and CoSN aims to help school districts take digital learning to a whole new level
Many educators across the United States have made considerable progress in using technology to transform learning, and several school districts have advanced beyond small pockets of innovation to embrace systemic transformation.
However, few school systems have found a way to create a fully enabled digital ecosystem that is continuously improving.
To help school systems make this “digital leap,” three leading educational leadership groups—AASA, the School Superintendents Association; the National School Boards Association (NSBA); and the Consortium for School Networking (CoSN)—are partnering to share their collective expertise.…Read More