Author: daksha

We are getting ready for two seasons: holiday season and budget season. In both instances, superintendents, cabinet members and board members can take time to reflect on what has worked in the immediate past and what needs to be adjusted.

The final fiscal year of ESSER invites us to do this by crafting a compelling vision for well-resourced schools with improved efficiencies. There are some predictable trends in this invitation to adjust, based on our results and the system’s response to the influx of these resources.

More often than not when the K12 system receives additional funding, it responds by spending that money on labor: new positions, new support roles, and increased compensation (including, as we saw, retention bonuses). We see this investment show up across school district strategic plans.

In 2023, we conducted a national scan of large urban school districts and found labor initiatives as second only to instructional interventions in over 80% of these plans. As pressure increases, districts also put funds into “promising practices” or innovative approaches intended to make things easier or improve performance.

During the pandemic, these practices included facility upgrades, new technologies, social and emotional learning activities, and high-quality instructional materials. Each of these expenditures needs to be tested using the Learning on Investment (LOI) measure.

Budget season to-do list

We offer these suggestions, based on our work with dozens of states and school systems:

1. Map wins. Rigorously assess the LOI of each ESSER expenditure. In most districts, these include new interventionist positions, enhanced after-school and summer school offerings, increased student support, and the scaling of instructional technology. Find sustainable funds for those with a high LOI and “strategically abandon” those with low LOI. As strong innovative practices get institutionalized (e.g., the science of reading; instructional technology), intentionally reduce the high initial costs of innovation and launch such as training and equipment purchases.
2. Go lean. Step back and take a hard look at ongoing – and often redundant – costs you’ve built into your budget as various assessment and information systems have been adopted. Just as cable and cellphone plans take up an increasing percentage of our household budgets, these annual costs often receive too little scrutiny in district budgeting. (Note: These redundancies create other ‘costs.’ For example, duplicative assessment and reporting practices take time away from student learning and burden staff.) These cost savings can fund some of the high-LOI activities originally funded through ESSER.
3. Rethink walls. No doubt the hardest and longest conversations will be about the size of your educator workforce. Nearly every district and school has unfilled teacher and paraprofessional positions. Even with grow-your-own approaches and increased state flexibility, it is unlikely that our current educator workforce is sustainable at the national, state, local and school levels. Right-sizing the workforce is likely to consume the remainder of most superintendents’ careers and the loss of ESSER is an important trigger. Solutions will likely include adopting innovative instructional and staffing models that ensure that all students are taught by expert teachers, reducing course/program offerings in secondary grades, increasing class sizes and closing schools.
4. Listen. Design and routinely use stakeholder engagement activities—not just at the governance level conducting parent engagement, community and business partner meetings, and at the school level—that encourage family engagement to understand the LOI and the trade-offs of budget choices. Routinely report on these activities and how they are informing your strategy.
5. Landscape. Move beyond annual budgeting by using scenario planning to take a “what if” approach. Scenario planning smooths out short-term decision-making and helps stakeholders better understand the trade-offs. The capacity to project student enrollment by subgroup, teacher retention and recruitment by certification, capital needs and fiscal resources by source will be needed, but these will build a system-wide culture of data-driven decision-making.

In the wake of ESSER closeout, the need to improve efficiency will certainly be painful. This is a normal cycle of rebalancing similar to the one many of us experienced when the 2009 American Recovery and Reinvestment Act expired. Resilient school systems are those that adapt, innovate and become agile enough to overcome challenges. We think though that this cycle is exacerbated by the acuteness of student learning loss and the growing threat of the teacher shortage. The latter is an opportunity to prepare for another season: hiring. In the coming months, we will spotlight how states and districts are thinking about recruitment and retention in compelling ways and getting results.

Remember the adage, “Never let a good crisis go to waste.” If you oversee resource allocation, now is the time to admire the view from the cliff and find a safe path down to the valley, not step off.

Dr. Dana Godek is a seasoned expert in educational policy, social wellness, and community engagement. Her extensive career encompasses roles as a teacher, public school administrator, national researcher, and leader in federal and state policy. In her current role as the CEO of EduSolve, she applies her wealth of experience tackling intricate educational challenges in collaboration with local communities. Dana is a dedicated policy advisor to the Collaborative for Social and Emotional Learning and serves as a Data Currency Advisor to Credential Engine. She has contributed her expertise as a board member of the National Association for Federal and State Program Administrators and is a sought-after keynote speaker on matters related to federal investment in public education. Dana holds a doctorate in organizational leadership with a specialization in public policy and is a certified fundraising executive.

Michael Moore has been a national leadership and organizational development consultant and executive coach for 20 years, following a successful career as a high school principal and Superintendent of Schools. He works in school districts with ‘Directors and above’ to prioritize strategy, manage change, and build organizational capacity. As an expert in principal supervision and development, Michael co-designs culturally responsive, job-embedded leadership pathways and support models. As an expert in talent strategy and team building, he coaches executives and their teams across a wide range of organizations. Michael is a partner at the Urban Schools Human Capital Academy and works frequently with the Partnership for Leaders in Education at the UVA Darden School of Business.

Americans gain an average of eight pounds over the holidays each year. Before you switch over to a fad diet, consider a bigger weight loss goal: $122 billion. Since the beginning of Elementary and Secondary School Emergency Relief (ESSER) we have been warning that when FY24 arrived, executive leadership teams would need to be ready to shed initiatives they can’t sustain and report on their Return on Investment (ROI). Teams also need to maintain those initiatives that produce Learning on Investment (LOI).

As we travel the country, we’ve been increasingly worried that superintendents and boards are waiting too long to confront the upcoming fiscal cliff. The reporting season is here, as the U.S. Department of Education just released financial reporting dates as early as March 2024 for all states.

Chief financial officers and Grants Administration leaders have been patching budgets with one-time fixes as schools returned from pandemic disruptions. Year-to-year, short-term solutions are not only causing the avoidance of hard decisions about the loss of ESSER funds but, we’d argue, they are also masking deeper, longer-term crises such as declining student enrollment, an educator workforce that is too large to sustain, and instructional offerings that are too diffuse to close learning gaps. It’s like going on a fad diet rather than making the necessary lifestyle changes.

Like getting to a healthy and sustainable weight, you’ll need to adjust both your intake and your level of activity. Communicating a compelling vision of success shared with a wide range of stakeholders will ensure better results, more satisfied families and educators, and predictable fiscal planning.

Measuring investment

ROI is a financial metric used to evaluate the profitability or efficiency of an investment relative to its cost. ROI is measured by dividing a company’s net profit by its initial investment and then multiplying the result by 100 to express the ratio as a percentage. But how to measure learning on investment (LOI)?

An LOI measure divides net student learning gains by the investment needed to generate that gain. This is a versatile process that can be applied to various scenarios, such as evaluating the performance of academic interventions, assessing the effectiveness of training programs, or comparing curricula. It guides decision-makers as they allocate resources effectively and informs choices about where to invest time, money and effort. It also identifies initiatives that need to be strategically shed to make room for fresh approaches based on the current needs of students, families and our workforce.

The fundamental challenge of public services

“Public services”— road maintenance, public safety and K12 education, for example—don’t have a “profit motive.” That absence makes it challenging but not impossible to measure the effectiveness of a public service. Historically, a particular public service will expand in scale or scope in response to political pressure and will be reduced or constrained when resources (usually tax dollars) are limited.

This push-pull dynamic can be seen as a back-and-forth between resiliency and efficiency. Resiliency in this context is the ability to respond quickly to things that aren’t predictable, such as post-pandemic student learning loss. Efficiency is simply getting the “most bang for the buck” in the most expedient ways.

There’s a negative correlation between resiliency and efficiency: when one goes up, the other goes down. Think of restaurants: they plan for efficiency, but customer volume is unpredictable and some diners want changes to what’s on the menu. School systems are facing similar changes with volume (enrollments) and modifications (requests for new services such as intervention and student well-being). That’s the challenge presented by the fiscal cliff.

ESSER was intended to improve the resiliency of K12 operations, providing for 1:1 technology, increased staffing, facility upgrades, and innovative methods and materials. The narrative of ESSER’s expiration is: “We gave you additional resources to help you through the pandemic and return to school. These resources improved your resiliency but reduced your efficiency. That’s not sustainable. Now we need you to continue moving toward a ‘new normal’ by improving your efficiency and to do that, we need to reduce your resilience.”

This superintendent’s challenge

While CFOs and federal programs directors have done a good job guiding districts through the last three years of budget tailoring, now it’s time for superintendents, cabinet members and board members to take a longer-term, strategic approach to ensure that only the most effective strategies—those with the strongest LOI—are retained as resiliency is drained from the system.

Researchers of corporate governance refer to this as “repositioning the core” of the business. LOI is not as clear-cut as ROI. Superintendents are subjected to more public scrutiny and political pressure than corporate CEOs. As such, it’s important to design a comprehensive decision-making model, maximize appropriate stakeholder engagement, push for data-driven decisions, prioritize equity, and communicate a clear and compelling vision of the future emphasizing the investment, not the reductions.

This will test even the most experienced superintendents. In our next article, we will offer practical, actionable ideas on how to get this done. But, before you stop eating all carbs, push your team to show the data wins for each initiative. It will become very clear quickly: If you can’t put it on a scale, it’s going to derail the weight loss.

Dr. Dana Godek is a seasoned expert in educational policy, social wellness, and community engagement. Her extensive career encompasses roles as a teacher, public school administrator, national researcher, and leader in federal and state policy. In her current role as the CEO of EduSolve, she applies her wealth of experience tackling intricate educational challenges in collaboration with local communities. Dana is a dedicated policy advisor to the Collaborative for Social and Emotional Learning and serves as a Data Currency Advisor to Credential Engine. She has contributed her expertise as a board member of the National Association for Federal and State Program Administrators and is a sought-after keynote speaker on matters related to federal investment in public education. Dana holds a doctorate in organizational leadership with a specialization in public policy and is a certified fundraising executive.

Michael Moore has been a national leadership and organizational development consultant and executive coach for 20 years, following a successful career as a high school principal and Superintendent of Schools. He works in school districts with ‘Directors and above’ to prioritize strategy, manage change, and build organizational capacity. As an expert in principal supervision and development, Michael co-designs culturally responsive, job-embedded leadership pathways and support models. As an expert in talent strategy and team building, he coaches executives and their teams across a wide range of organizations. Michael is a partner at the Urban Schools Human Capital Academy and works frequently with the Partnership for Leaders in Education at the UVA Darden School of Business.

July is an exciting time in school districts. The students are out of school. The budget is adopted. And there are people in new leadership roles. Are you newly promoted? Are you moving from school leadership to district leadership? Congratulations!

All new roles present challenges, but in our experience the transition from the principalship to a district role feels like a very big step to many people.

In this article, we’ll look at why that’s the case. First, we’ll define district leader success criteria. Then we’ll discuss why, as the cliche says, ‘What got you here, won’t get you there.” Finally, we’ll look at the leadership shifts—in perspective, behavior and priorities—that provide a path into effective district leadership.

6 keys to district leadership

The core challenge for new district leaders is about identity. You got promoted because of your success leading adults who reported to you. While you certainly had a boss or two, you spent nearly all your time as The Boss (apologies Bruce!) at your school.

As a district leader, you’ll spend most of your time surrounded by colleagues and by more senior leaders. One newly promoted leader told us, “I used to make 30 quick decisions in a day as a principal and now every decision I need to make requires a meeting or a committee.”

As you build a new identity as a district leader, consider how will you be judged given the daily attention you’ll be getting from everyone around you. We believe these six success criteria can serve as a scorecard:

1. Achievement of district goals. All district leaders are expected to understand, promote and execute the district’s goals.
2. Improved student outcomes. As a school principal you had a direct impact on student outcomes. Now your impact will be less direct, but unless you’re in a purely operational role you’re still expected to improve student performance.
3. Effective team functioning. Because of the transparency and cross-functional nature of district work, you’ll be judged by your ability to keep your team on-time and on-task.
4. Successful cross functional work. While it’s important to know your “lane,” it’s also important to be seen as a team player by colleagues and be seen by senior leaders as someone who can manage projects.
5. Sustainable initiatives. You’ll likely be expected to design and implement new projects, anticipate trends in your area of responsibility and determine what’s worth spending time and energy on. If you are implementing larger district initiatives, you will want to use strong change management practices to ensure both fidelity and sustainability.
6. Stakeholder satisfaction. Getting to know your end-users and customers quickly will be critical, even if it’s your hometown (sorry again Bruce). You need to understand who they are and what they need and confirm those findings with the senior team in relation to the broader district goals.

Why is district leadership different?

Earlier, we used the cliché: “what got you here, won’t get you there.” The reason that the move from school to district leadership feels like such a big step to many leaders is because the skills that made you a successful— and promotable—principal are in some way counterproductive for district leaders.

:Superintendent turnover : Frenzy of moves as school year ends

As a principal you were able to build strong relationships with staff and students because you saw them everyday and got to know them. As a district leader, you’ll spend less time with more people making it hard to use relationships as your ‘go to’ appeal.

As a principal you could make dozens of quick decisions in a day and delegate tasks to direct reports. As a district leader, many decisions require discussion across teams or departments, stretching out the decision-making process.

As a principal you focused on things that were happening that day or as far out as the next break. You were excellent at “firefighting.” As a district leader, you are asked to think about next year and the next several years, reducing the level of urgency.

As a principal you were a generalist. You could build a master schedule, deal with an angry parent and give effective feedback to a new teacher. Except for the superintendent, district leaders are functional leaders, experts in important but narrow roles. You might be tempted to debate things that you experienced as a principal that didn’t seem quite right coming from a central office. Use these perspectives and trust your intuition with your team, but resist ‘fixing’ other departments until you know the lay of the land.

As a principal you established the political context. Others knew what was important to you, how you would react to different situations and how you managed others. As a district leader, you have been dropped into a complex political context where you don’t set the tone.

Making the shift

There is a path to becoming a successful district leader that will take at least a year to master but can be accelerated through intentional shifts in perspective and behavior. Those shifts are:

1. Observe and learn the political context. You have leadership skills and capabilities but not all the context to use them effectively. Ty Wiggins, author of The New CEO offers this advice: “If it’s on fire, fix it. If it’s smoldering leave it alone until you have more context.”
2. Be strategic. Lengthen your time horizon to focus on the district’s goals. Trust the managers on your team to develop the tactics for getting work done.
3. Build your team. Distribute leadership across the team and make sure they can articulate and measure their goals. Provide training and coaching. Interact intentionally with them individually and collectively.
4. Support your colleagues. Be curious about how they work and make decisions. Have their back in meetings. Offer opportunities to work together on small wins.
5. Focus on your function but don’t become an island. We agree with Patrick Lencioni’s focus on “Team #1”—your boss and their team—but it’s also important to master your team’s specific workflow and production.
6. Don’t talk about the work, do the work. Let a good ol’ dry erase board in your office talk about the work for you. Your meeting calendar will prioritize your work quickly. Don’t let it. Prioritize the work and then your calendar. The number of meetings can quickly overwhelm you. When invited, ask why your attendance is needed and how you can best prepare and participate.
7. Communicate and advocate. Celebrate success. Be humble about challenges. Make it easy for others across the organization to see what you are working on and how they’re connected to it. Be sure to state your team brand and department mission in most conversations so people get to know what you’re about and where you’re taking your team.

Congratulations on moving into a bigger role. You are likely on the way to even bigger and better things!