They could find you exactly the right book, no matter how obscure the topic���from dinosaurs who build skyscrapers to underwater basket weaving for beginners.�� A good librarian had something of interest for everyone, knew what each reader liked, trusted those who checked out a huge pile of books and knew what your family would find appropriate for you.

A good superintendent today needs to be like that librarian: acting as the ���human card catalog��� of your school system���knowing what���s available, what���s appropriate and what families want. Superintendents can encourage school leaders to help families search for the perfect fit, even if that fit temporarily takes the family or student away from their systems.

More from 91心頭: What does Trump have in mind for K12 education?

In the evolving landscape of American education, ���school choice��� isn���t a passing trend ��� it���s the new normal. Superintendents, who have traditionally resisted this reality out of fear of dwindling enrollment, now face a pivotal moment: adapt to family expectations in the new normal or risk becoming the educational equivalent of a dusty microfilm machine.

The incoming presidential administration���s support for school choice makes one thing clear: this is now a bipartisan playing field.

The old playbook? Time to shelve It

Historically, school districts have used a few tried-and-tired tactics to resist school choice and solve enrollment stress:

• Marketing blitzes: Shiny brochures and school flyers won���t make families change their minds. You can���t slap a new book cover on Moby Dick and call it ���Finding Nemo.���
• Budget woes appeals: Telling parents that choice hurts the budget is like telling library patrons that overdue fines are keeping the lights on. They���re more focused on what���s best for their kids.
• Lobbying legislators: Trying to block choice through policy is like fighting over the last copy of a Harry Potter novel��� it���s going to get checked out anyway.

These strategies haven���t worked. Public school enrollment declined by 3% between fall 2019 and fall 2020, representing over 1.4 million students (NCES, 2022). The money following each of those students was���or will be���lost to those districts, costing jobs and resources. It���s time for superintendents to adopt a new, more flexible approach to student enrollment management.

Bounce-back effect: Relationships are the best bookmark

Despite the decline, there���s a hopeful twist: students do come back. About 55% of those who left public schools during the pandemic re-enrolled by fall 2021.

The bounce-back rate was 62% for kindergarteners (who probably realized mom and dad���s ���homeschool��� lacked a decent snack bar) and 40% for high schoolers (who discovered that algebra is hard everywhere) (Fordham Institute, 2022).

The districts most likely to see students return are the ones maintaining strong relationships with families���even after those families checked out other options. It���s about being the kind of librarian who says, ���Take that book home, try it out���I���ll be here when you���re ready for the next one.���

K12 case studies of superintendents playing the long game

Here are a few districts shelving the resistance tactics and embracing family choice:

• multi-platform communication:�� Sunnyvale utilizes texts, emails and public web pages to keep families informed. This transparency fosters trust and ensures families remain connected to the district, even if they explore other educational options.
• ���s ���schools of choice��� programs: This Texas district offers unique electives focused on international skills, attracting families by giving them diverse educational options without leaving the district.
• ��� changing school options initiative: By restructuring into regional zones with magnet options, Minneapolis offers choice within the district, keeping families engaged and reducing transportation costs.
• offers a wide menu of magnet schools and choice programs, some within neighborhood feeders and some district-wide.

Winning strategies: Be the guide, Not the gatekeeper

1. Transparent communication: Keep families informed about all available options, like a librarian who knows exactly where the good stuff is shelved. Use this evidence-based school choice guide to get started.
2. Inclusive events: Host family nights, resource fairs and after-school programs to stay connected, even if families are exploring other shelves. Invite all community members, not just current families, to school events. You never know when an abuela, auntie or neighbor might encourage a family to learn more about what you offer.
3. Support services: Offering free tutoring, counseling and after-school activities shows you���re invested in their child���s success, no matter what. Free tutoring helps with the bounce-back effect and most states require open access to after-school activities like sports, so you might as well claim that as an olive branch.
4. Personalized outreach: A well-timed phone call or note can remind families that you care���and that the library door is always open. Use the research on effective parent communication to help.

Vision for the future: Collaborative educational ecosystems

The future belongs to superintendents who embrace school choice and see themselves as educational guides rather than gatekeepers. It���s the job of the superintendent to watch out for and advance every student in their community.

By offering options, maintaining relationships, and supporting families through every decision, public schools can position themselves as the go-to resource ��� even if families temporarily wander off to explore other shelves.

In this new era, superintendents have a chance to redefine public education. Not by resisting change, but by leading with empathy, flexibility, and a commitment to student success. Because like any good librarian knows: it���s not about keeping books on the shelf ��� it���s about making sure everyone finds the story they need.

Click on this “Choice in the Marketplace” one-pager for some guidance on making the case for choosing your schools.��

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Leadership in schools and districts is nuanced, shaped by individual strengths, organizational needs and situational demands. Sometimes, the best way to gain self-awareness is to step out of our usual frame and see ourselves in a different context. Football, with its diverse positions and interdependent roles, offers a compelling metaphor for leadership styles in education.

Like a football team, schools and districts require a range of skills to succeed. Each position has a distinct role, but the goal is always collective success. Let���s explore the dynamics of K12 leadership styles through the lens of football; not to tie specific positions to specific leaders, but to illuminate how diverse strengths contribute to a shared mission.

The quarterback

The quarterback���s role is iconic. They are often seen as the face of the team, responsible for executing plays and adapting strategies in real-time. Education leaders often find themselves in this position, orchestrating efforts, communicating plans and rallying the team.

A quarterback must think strategically, lead confidently and inspire trust. But they also rely on the collective strength of the team to execute effectively. Leadership, like a quarterback���s success, is never a solo act.

At the same time, quarterbacks must remain calm under pressure. They analyze complex situations quickly, balancing immediate decisions with long-term objectives. In the same way, education leaders must manage crises while keeping their vision firmly aligned with the overarching mission of their schools or districts.

The quarterback reminds us that leadership is both a science and an art, requiring precision and poise.

The offensive line

The offensive line may not garner the spotlight, but their role is critical: they protect, support and create opportunities. In education, leaders often take on this role when they focus on building systems that enable others to succeed. They ensure safety, provide resources and do the quiet, often thankless work that keeps the team moving forward.

More from 91心頭: Here is the No. 1 reason for superintendent turnover

Without a strong offensive line, even the most talented quarterback is vulnerable.

Offensive linemen also embody a sense of collective accountability. Their success lies in their ability to work as a unit, relying on communication and trust to defend their team���s mission.

Education leaders in this role prioritize collaboration and understand that their impact is magnified when they empower others. These leaders teach us that true strength often lies in humility and service.

The wide receiver

The wide receiver exemplifies vision and precision. They sprint toward the goal, relying on timing and trust to connect with the quarterback and make the catch. Education leaders step into this role when they embrace bold ideas and take calculated risks. These are the leaders who keep their eyes on the big picture and inspire others to push boundaries.

Wide receivers also show us the importance of preparation and focus. Their success depends on reading the field, anticipating challenges, and seizing the right moment.

Similarly, education leaders must stay attuned to changing circumstances and remain agile in pursuit of their goals. Like the wide receiver, they remind us that leadership often means daring to reach for what seems just out of grasp.

The defensive back

Defensive backs thrive on anticipation and adaptability. Their role is to react quickly, defend against threats and turn challenges into opportunities.

In education, leaders embody this position when they respond to crises, protect the integrity of their institutions and stay agile in the face of the unexpected. As legendary football coach Vince Lombardi once said, ���Perfection is not attainable, but if we chase perfection, we can catch excellence.��� These leaders exemplify resilience and quick thinking, often navigating complex and high-pressure situations.

Defensive backs are also skilled at reading the intentions of others and positioning themselves to prevent potential setbacks. Education leaders in this role show that the ability to anticipate and adapt is crucial for maintaining momentum and safeguarding progress.

The coach

Though not a player on the field, the coach is integral to a football team���s success. Coaches see the game from a higher vantage point, guide strategy and empower players to perform at their best.

Education leaders often adopt this perspective, mentoring their teams, aligning efforts and instilling a sense of purpose. Great coaches, like great leaders, know when to push, when to pull back, and when to let the team find its own rhythm.

Coaches also remind us of the power of vision and culture. They shape the environment in which players thrive, fostering a sense of unity and shared purpose.

Education leaders who embrace this role understand that their greatest legacy lies not in individual accomplishments, but in the growth and success of their teams. The coach teaches us that leadership is as much about inspiration as it is about execution.

K12 leadership styles: Power of frame-shifting

Understanding your natural leadership style is essential, but exceptional leaders don���t stop there. They recognize the value of frame-shifting (stepping into roles that stretch their skills and perspectives).

Just as a quarterback might need to think like a coach or a wide receiver might benefit from the mindset of a defensive back, education leaders grow when they explore the nuances of different leadership styles. This adaptability is what transforms good leaders into great ones.

Schools and districts, like football teams, thrive when every role is valued and every leader understands how their strengths contribute to the greater good. Exceptional leaders know their ���position,��� but they also have the courage and humility to step into different roles when the situation demands it.

Leadership isn���t about playing one position perfectly… it���s about understanding the game and showing up where you���re needed most.

As we reflect on our roles and K12 leadership styles, let us remember this: The best leaders are those who know their strengths, embrace their team���s diversity, and adapt their play to meet the moment��� for the goal is never personal glory, but collective victory.

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What does all this mean? Nagler���s careful to point out it���s an evolution, not a ���revolution.���

The transformation that is necessitated by technology���from the good old Internet to AI to ChatGPT���is making traditional teaching obsolete. Nagler’s goal, which he will detail at his FETC 2025 sessions, is to let students choose the content they want to learn and now they learn it���all within the guardrails of state standards.

���Kids pick and choose and earn points based on the difficulty of the task, and they literally build their grade,��� he explains. ���If you have that, then your classroom looks a lot different in how you use time, and it becomes more like an elementary classroom where you have center rotations and you have different activities that kids can do.���

One of those new centers would be regular ���conferencing��� between teachers and individual students. Using artificial intelligence effectively in K12 will require more���not less���interaction between instructors and learners.

���We’re going to have to talk to you to see what you actually understand,��� he says of students. ���When I think about what kids need to know when they graduate, it���s a good knowledge of themselves and what makes them tick and how their brain operates.���

Michael Nagler���s FETC 2025 sessions include

Here are some of the key topics Nagler will cover at FETC 2025:

• Reimaging Time, Space and Pace: Creating a Student-Centered Classroom
• You���re Not Born Smart: You Grow Your Neurons Through Hard Work and Effort
• Threading and Embedding Computer Science and Computational Thinking in the PreK-12 Classroom
• Developing and Implementing a Personalized Competency-Based Education for All

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“My main focus is, how do we engage students during this whole big era of distraction���distracted not just by phones but by all the different things that are happening,��� says Juliani, a featured speaker on the School Leader Track.

���I don’t think it’s a good idea for them to be on their phones all day in school,��� he continues. ���But I don’t think [banning phones] is magically going to make worksheets engaging all of a sudden.���

Here���s what educators can do: Ground instruction in experiences that are human-driven, socially-focused, meeting-centered and language-based. Three of four of those conditions should do the engagement trick, he advises.

Building leaders can create these conditions by prioritizing engagement and instruction among the many other issues clawing for their attention.

���I think we get stuck putting out a lot of fires as school leaders, and we have all these ideas of wanting to be proactive and instructional- focused,��� says Juliani, author of the best-seller, Adaptable. ���What does that look like on a day-to-day basis?���

Celebration of collaboration

Juliani says the best things he���s done as an educator are those that he has planned with other educators. FETC is an unparalleled opportunity to share ideas with like-minded educators seeking solutions to common challenges.

���The big excitement is around this kind of communal experience of how we can do things better for kids,��� he concludes. ���When you’re around folks having those conversations, it gets you in such a good place that oftentimes we don’t get to be in. It’s about solutions and collaborating about what’s next.���

A.J. Juliani���s FETC 2025 sessions

Here are some of the key topics Juliani will cover at FETC 2025:

• Intentional Innovation: How to Guide Risk-Taking, Build Creative Capacity, and Lead Change
• Leading Learning in the AI Age: A Guide to Empowering Learners Through Exponential Change

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“The core of my message is, I love this work that we get to do … but there is a small portion that is so incredibly difficult and I think it’s becoming even more difficult,��� she says.

���What I want to talk about with our leaders is what practical tips can I share that will help us do more than just survive those moments, but really thrive when things are difficult.���

Those difficult moments include post-ESSER funding challenges, stark learning gaps, disruptive student behavior and political issues that are now infiltrating the conversations in even the smallest districts.

“The challenges that our educators and our leaders are facing are immense,��� she continues. ���I would love to say to a group of educators, if we do this and this and this, we will never have a student who misbehaves or a conversation that goes off the rails or an administrator or a parent who’s not happy.���

Siler hopes to help leaders at FETC shift their mindsets as they grapple with these challenges.

“We all know that making missteps and not meeting expectations is going to happen, so how do we navigate that and grow when things don’t go our way,��� she says. ���Taking it a step further, it’s not just how we learn from and lead through failure, it’s how we lead when others around us are missing expectations.

���And how can we be both kind and hold people fiercely accountable at the same time we���re doing what’s best for kids.���

Jill Siler���s FETC 2025 sessions

Here are some of the key topics Siler will cover at FETC 2025:

• Thrive Through the Five: Practical Truths to Powerfully Lead in Challenging Times

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Whether viewed positively or negatively, one fact remains: schools must engage parents more effectively. This means making them a permanent member of ���the band���.

Parent engagement has long been linked to student success. Research consistently shows that students perform better academically, behaviorally and socially when their families are involved in their education. Federal mandates, like those under ESSA, require Title I schools to engage parents in meaningful ways.

The Department of Education’s updated emphasize structured and transparent community and family engagement. Schools are now expected to document how they provide regular, clear communication and ensure parents��� voices are reflected in decision-making processes, particularly in the use of federal funds.

Parent engagement pitfalls

The true intersection for parents is the concert hall of the schoolhouse, not the superintendent���s office. A 2024 survey shows that 82% of parents rated teachers highly for their handling of education, only 21% of dissatisfied parents believed that their school superintendents prioritized academic excellence (National Parents Union, 2024).

This disconnect highlights a broader trend of discontent. Parents are eager for a more significant role in decision-making processes, particularly regarding curriculum and school policies about topics such as cell phones, library materials and transportation. But many feel their voices are not heard ().

Many are frustrated by what they see as superficial engagement efforts���sporadic meetings, limited communication, unclear pathways for feedback and lack of transparency into how their feedback is implemented. They can tell when planned engagement is a “box checker” for compliance. Give them some credit.

As schools attempt to meet these demands, they need to navigate the growing pressure from parents, many of whom express frustration with a perceived lack of accountability from school leaders. Without clear, routine communication and evidence that parent input is valued, trust in school boards and administrators continues to erode (Mittal, 2024).

Engagement is now a core competency that public school leaders must master. Studies show that without intentional efforts, parent engagement remains fragmented. Research into community schools shows that while schools provide crucial wraparound services, they often fail to maintain robust communication channels with families (Galindo & Sanders, 2022).

This gap is especially pronounced in low-income and diverse communities where schools must do more to ensure equitable access to engagement opportunities. Joyce Epstein���s work on school-family partnerships highlights that districts need strong leadership and clear roles at every level to successfully engage parents in their children���s education (Epstein & Boone, 2022).

Solidifying partnership roles on smaller issues helps foster agreement when tougher issues like school closures come up. We can ask the community to support us if they aren���t part of the band. That���s like saying, ���you don���t know why we need to close schools, but if we hum the tune you should play it.���

3 bright spots

There are places where engagement is trending and going viral. We offer three ���bright spots��� aligned to the research, from the state, district, and school levels:

• State: has a leadership ladder approach, which establishes clear roles for parent engagement at every level���from state to school. This initiative has scaled up family involvement programs across urban and rural districts.
• District: utilizes a full-service community school model, offering academic support, healthcare and family resources. This comprehensive approach has deepened parent involvement and increased school enrollment.
• School: A public charter school, , reflects its vision of families as critical partners in the educational process, with core values centered on purposeful collaboration, accountability, and equity.

What can we learn from these examples? Simply to be flexible, structured, responsive and collaborative. Above all, engagement requires training. Like any competency, it needs to be learned and applied. Education leaders should seek this level of training and ensure it���s incorporated into pre-service prep programs and in-service leadership development. Consider incorporating these five core areas:

1. Flexible and trust-building communication: Schools should offer a range of communication methods (virtual, in-person, text, email) to accommodate diverse family needs and schedules, while also ensuring transparency. highlights that schools must focus on building relational trust between educators and families, particularly post-pandemic when many families experienced a deeper connection to the classroom. Communication must be frequent, accessible and relationship-centered to foster trust and collaboration (Mapp & Kuttner, 2013).
2. Routine feedback loops: Schools need to establish regular feedback cycles where parents see how their input shapes decisions. This means creating structured opportunities for parents to co-construct solutions with school staff. This ensures that parent input is visible in school decision-making processes. For example, schools can involve families in planning meetings or advisory boards focused on student outcomes and school policies.
3. Culturally responsive engagement: It is critical to meet parents where they are, culturally and linguistically. This goes beyond just language interpreters. It can further enhance engagement by including culturally relevant events or workshops that address specific needs of the community.
4. Collaborative family-school partnerships: Establish family engagement teams or committees that work directly with school leaders to set shared goals, develop initiatives and monitor measurable progress. These partnerships ensure that both families and educators are working together as co-educators in students��� learning journeys.
5. Teach communications for families and educators: Schools should provide professional development for educators on how to engage families effectively and respectfully, while offering parents workshops or resources that help them support their child���s learning at home. For example, schools can host workshops on navigating the curriculum or understanding state testing, empowering parents to play a more active role in their child���s education.

Not sure where to start?

Here are a few practical quick starts:

• Use multiple modes of communication���email, text, in-person meetings, and virtual platforms���to reach parents where they are.
• Host ���open-door��� sessions where parents can casually drop in to discuss concerns with school leaders.
• Create a parent engagement task force that includes parents, teachers, and community leaders to co-design involvement strategies.
• Collect and analyze data – by school, grade, demographic, and activity type – to broaden outreach to and engagement with all families.

In the post-pandemic era, parent engagement is not just a legal requirement���it���s our music score. Schools must adopt communication strategies that are flexible, culturally responsive and consistent if they hope to meet the demands of today’s families and foster long-term partnerships for student success.

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Ask those same leaders about the future, and they will say things like, ���I���m feeling optimistic.��� District leaders are indeed a unique breed of cautiously optimistic in nearly any scenario. Incidentally, it is precisely because of 91心頭LI events that many are able to keep their positive outlook. Not only is this a place to find like-others, but more importantly, it is a place to actually come up with solutions for these obstacles. If you haven���t been to a 91心頭LI event recently, make this your year.

In the realm of human perception, the metaphor of “rose-colored glasses” has long stood as a poignant symbol. This idiom, originating in the 19th century, refers to an optimistically skewed perspective on life, where things are viewed as better than they are in reality. The phrase echoes through time, suggesting that optimism is not just a state of mind but a lens through which we choose to see the world.

The history of this expression is as colorful as the imagery it evokes. It’s believed to have roots in the old practice of using colored lenses to treat various ailments. Rose-tinted lenses, in particular, were thought to soothe the mind and imbue a sense of calm and happiness. This medical practice subtly transformed into a metaphorical one, representing a worldview where challenges are downplayed and positivity is amplified.

Why choose optimism?

But why optimism? Why do we, time and again, return to this rose-tinted perspective despite the often harsh realities of life?

Consider this: Optimism isn’t merely about seeing the good in every situation; it’s about creating a framework for resilience and hope. It is a choice, a deliberate decision to focus on potential and possibilities rather than limitations and setbacks. But is this always the best approach? Does optimism truly enhance our lives, or does it sometimes lead us astray, masking truths that need our attention?

As educators and lifelong learners, we must delve into these questions so that our teachers, our students and our communities can do the same. Reflect on your personal and professional journeys. How has optimism shaped your path? Has it been a beacon of hope in challenging times or has it sometimes clouded your judgment?

Balancing optimism and realism

In our classrooms, with our students, how do we balance the need for realism with the benefits of an optimistic outlook? How do we teach resilience, a skill closely tied to optimism, while also preparing young minds for the complexities and uncertainties of the world? More importantly, how do we do this with our communities?

1. Foster a Culture of Positivity: Create an environment where positivity is encouraged and celebrated, not just tolerated. Implement practices such as gratitude journals, where students and staff regularly note what they are thankful for. Encourage the sharing of positive stories during meetings and assemblies. Recognize and reward acts of kindness and optimism, making them a cornerstone of your school’s culture.
2. Integrate Social-Emotional Learning: Incorporate SEL strategies into the curriculum to help students manage emotions, set positive goals, and show empathy for others. Develop SEL programs that include lessons on self-awareness, self-management, social awareness, relationship skills and responsible decision-making. Provide training for teachers to effectively deliver SEL content and create a supportive classroom environment. Regularly assess the impact of SEL initiatives on student well-being and academic performance.
3. Encourage Reflective Practices: Promote regular reflection among students and staff to build self-awareness and a deeper understanding of personal and collective experiences. Implement reflective journals, meditation sessions and discussion groups where individuals can share their thoughts and feelings. Use reflection as a tool to process experiences, celebrate successes and learn from challenges. Encourage leaders to model reflective practices and share their reflections with the community.
4. ��Build Strong Community Connections: Strengthen the ties between the school and the broader community to create a supportive network for students and staff. Develop partnerships with local organizations, businesses and families to support school initiatives and provide resources. As superintendents, we should always be cultivating these relationships. Host community events that bring people together and celebrate the achievements of students and staff. Create volunteer opportunities that allow community members to contribute to the school’s mission and foster a sense of belonging.

Power of your perspective

The beauty of “why optimism?” lies not in finding a definitive answer but in exploring the depths of the question itself. It’s an invitation to introspect, to weigh the light and the shadows equally, and to understand the role optimism plays in both our personal growth and professional endeavors.

I urge each and every one of you to think deeply about the questions I���ve posed throughout this article. As leaders, we must have a treasure trove of stories that inspire hope and optimism.

Learn to tell your story with detail, with flourish, and keep in mind that a great storyteller doesn���t tell us about the situation; they take us into the situation. Invite us to be participants in your story. If you���re looking for yet another reason to attend a 91心頭LI event, know that you will hear amazing stories that will not only give you hope, but actionable ideas you can put to work on Monday when you return.

As you ponder these questions, remember that the lens you choose���be it rose-colored or clear���shapes not just your perception of the world but also the way you engage with it. Let this exploration of optimism be a journey, not just of the mind, but of the heart as well. Embrace the balance of optimism and realism, and guide your community toward a future filled with hope and resilience.

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The school year is underway. District improvement plans, initiatives, pilots and cohorts are all in full swing. Reverberations of what is working well and what isn���t are starting to hit your inbox. In the complex world of public education, effective problem-solving is crucial for leaders who aim to navigate the challenges and opportunities inherent in school systems.

The use of rigorous logic and disciplined methods to apply effective solutions to difficult problems is an essential skill of public education leadership. The higher up you go in the org chart, the more people you need to involve in the problem-solving process.

More from 91心頭: 7 new roles technology is creating in schools

Yet undisciplined problem solvers often rely on positional power or past successes, leading to impatience and premature conclusions. Skilled leaders look beyond the old and obvious to employ innovative, collaborative and consensus-driven problem-solving strategies by being disciplined.

Look around the room

Just like in the furniture example, you���ve already decided you need a chair in the corner of the room. That may or may not be true. Does the chair really solve the need or does it just fill up space?

The first step in effective problem solving is defining the problem accurately by asking, ���What is the specific problem we are trying to solve?��� and ���What are the conditions contributing to the problem?��� Hasty conclusions and suggestions based on past experiences can hinder this process. Research shows that defining the problem and taking action often occurs almost simultaneously for most people ().

Therefore, significant effort should be invested in the initial stages to ensure that the right problem is being addressed. Conducting a root cause analysis such as or is essential to identify the underlying issues.

Like interior designers who recognize thousands of options and patterns to a room, school leaders must look for patterns in data rather than merely collecting information. Working the ���problem space��� hard, before moving into solution generation, always pay off.

Assemble architects, builders and firefighters

A small coalition of people with varying perspectives will help you build the solution. Collaboration is a cornerstone of effective problem-solving.

Many leaders struggle with delegating, listening and seeking input from others. However, most educators are inherently collaborative and involving others can lead to more comprehensive solutions. Asking for input from those closest to the problem can provide valuable insights and help overcome biases that may cloud judgment.

Ask yourself, ���Who knows the most about this issue? How can I empower them to offer insight to my team?��� Studies have shown that diverse perspectives can significantly enhance the problem-solving process by providing fresh ideas and alternative viewpoints ().

Styles must change

Innovation in problem-solving requires leaders to move beyond traditional methods and embrace new approaches. To address our most complex challenges, we all need to become comfortable with being uncomfortable���we need to scrutinize potential solutions while still avoiding the pitfalls of analysis paralysis.

Research suggests that the best solutions often emerge between the second and third possibility considered (). Leaders should slow down and discipline themselves to thoroughly analyze patterns and causes before deciding on a course of action. A question to ask your team is, ���What is the range of options?? How can we test our options before committing?

Building by committee is still off the table

Consensus building is a critical component of problem-solving in educational settings. Yet, that doesn���t mean the leader has to yield the ultimate decision to the group. It does mean that effective leaders involve others, engage stakeholders, collect different perspectives and guide collaborators toward a shared vision.

Consider strong visual models or anchors to facilitate the group and provide for group memory. This function is essential for school leaders as they navigate multifaceted problems, enabling them to juggle multiple variables, consider various perspectives and integrate new information with existing knowledge.

By leveraging group memory, leaders can maintain a clear focus on the problem at hand, avoid cognitive overload and enhance their ability to devise innovative and effective solutions. One effective technique is to create a problem storyboard, where the problem is broken into component pieces and illustrated visually.

Ask your team, ���Does this tell the story of our work?��� This approach helps in visualizing complex problems, making them easier to tackle collectively. Remember, you���re still the decider, it���s important to make that clear right up front and at each decision-making step.

Write the assembly instructions down

There���s a reason mail-order furniture comes with assembly instructions. These instructions help reduce errors.

In the busy pace of educational leadership, we tend to let our calendars dictate our days. This keeps us from simply writing stuff down. That���s a mistake. In problem-solving, rigorous methods involve using checklists, action planning, probing and focusing on mission-critical solutions.

Complex problems can be challenging to visualize and often lead to oversimplification or excessive complexity. By breaking the problem into smaller components and viewing it as a journey, leaders can invite others to examine and contribute to the solution. This collaborative visualization helps in building a comprehensive and effective solution.

Form and function

Effective problem-solving in school systems requires a combination of rigorous logic, innovative thinking, collaboration and consensus building. Leaders must define problems accurately, seek diverse perspectives and be open to new approaches.

By embracing these strategies, educational leaders can navigate the complexities of their roles and drive meaningful improvements in their organizations. Leadership is about “mobilizing people to tackle tough problems.” It doesn���t hurt to bring a trusty Allen wrench along the way.

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Fact: This week’s guest on District 91心頭istration’s ‘Talking Out of School’ podcast provides a framework for creating a portrait of a graduate that better equips students to transition from K12 to college and careers. Mike Duncan, CEO of the nonprofit , works with his team to guide district leaders in sparking curiosity in young people to engage them in more meaningful and rigorous learning.

“The nation has just been focused on high-stakes, standardized testing that aims to rank and sort students, but probably not much more,” Duncan says on the podcast. “And so the idea was ‘How do we leverage rigorous, academic content to create experiences where young people can develop a set of durable skills that are locally developed and globally positioned?'”

Super moves: 3 leaders are taking new posts

Three underlying themes elevate the portrait of a graduate concept: inquiry-based learning, a high degree of student self-direction and authentic placed-based projects that have value beyond school.

“The portrait of a graduate is not, unto itself, the movement, the portrait graduate is a catalyst for deeper instructional transformation inside of school,” Duncan advises. “When you think about those three characteristics, that’s an incredibly powerful learning environment that creates joy and meaning for young people.”

Check out the podcast for some concrete examples of districts and states���such as North Carolina���that have created expansive portraits to establish a shared vision for K12 learning and the skills colleges and employers now require of high school graduates.

“The portrait of a graduate begins to help schools assist young people in being really good at life,” Duncan concludes. “And so the idea that the people who will be successful in this next generation will be those who have the ability to unlearn and relearn rapidly and in real-time���that is the type of environment and cultivation of instructional design that we believe all young people should have access to.”

Listen to the podcast below, or on , or .

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The frustrated superintendent looked at us: ���I don���t need any more bright ideas from people who just want to show everyone how smart they are. The board wants to know why we���re not meeting our goals. I need people who can work together to get things done. Where are the people who will execute?���

There are few things directly under a superintendent���s control, but the senior leadership team is certainly one of them. Becoming more intentional about the team���s purpose, membership and meetings will make your life easier, bring energy to the work of your leaders and improve your results.

Purpose

By design, the superintendent serves as the hinge between the board and the district���s leadership. The board oversees the process through governance and monitoring. The senior leadership team oversees performance by managing people and resources. The superintendent is the only role holding and connecting both of those functions.

Senior leadership team performance is a concern in most organizations. More than half of senior executives report underperformance by their top team. McKinsey describes the challenge as ���individual and institutional biases and clunky group dynamics.��� By focusing on ���dynamics, not mechanics������that is process, not just content ���senior leaders can work as a team, take advantage of different skills and perspectives and bring coherence to their work.

Patrick Lencioni calls this ���Team #1.��� Even if you���re familiar with the concept, we encourage you to take a moment to watch this and reflect on the degree to which each of your senior leaders truly behave like your team is their Team #1.

In defining the purpose or mission of your senior leadership team, span of control is often a concern. Traditionally, an ideal span of control has been seen as six or seven direct reports, but recent research has made a case for a broader scope.

This increased span has been attributed to the need for the CEO to have easier access to more information, speed up decision-making, improve operational efficiency and foster better coordination. Paradoxically, a broader span of control improves accountability because no one sits between the CEO/superintendent and the senior leader who is responsible for results.

We���ve created a graphic to describe how any team should make the most of its time. The most senior teams in an organization should focus on the top-right functions ��� collaboration and creativity ��� with teams lower on the hierarchy addressing the less complex functions.

So, what should your senior leadership team collaborate on and create? The concept of time horizon comes into play here. You and your senior leaders are the only roles expected to look beyond the next 60 to 90 days. You want team members, individually and collectively, to be continuously ���forward looking���: discussing the forces and resources in play, considering a wide range of scenarios and, pushing for rigor and creativity, but also mitigating risk. This includes making sure the senior leadership team has the superintendent���s back. Highly successful senior leaders use the time horizon to anticipate the field around the leader, both inside and out.

Senior leaders should be expected to be ���in the arena��� with the superintendent when it comes to board member engagement, board preparation and presentations and governance-level conflict resolution. Second, similarly, as more community and stakeholder engagement becomes the norm, senior leaders should take on significant external-facing responsibilities. Expectation-setting, training and even role-playing may be needed before all members are comfortable stepping into these roles. The superintendent cannot do all the needed external-facing and political work alone.

The bottom line: The purposes of your senior leadership teams are creating long-term strategies for the district���s success, creating and collaborating on those strategies, executing and coordinating those projects and activities that lead to results, and extending the superintendent���s communication and engagement efforts with the board and community. No other teams or roles share these purposes.

Membership

You want to coach a star team, not just star players.

Corporate poet (yes, there is such a thing! ) David Whyte notes that: ���Too often, we reward people who solve problems while ignoring those who prevent them. Instead of glorifying those who run around putting out fires, we need to create an organizational culture that empowers everyone to act responsibly at the first sign of smoke.��� Culture, of course, starts at the top.

A strong senior leadership team has a mix of ���T��� and ���I��� shaped leaders. ���I��� shaped leaders have functional expertise. The CFO you trust completely with the district���s fiduciary responsibilities, for example. ���T��� shaped leaders successfully lead their function, while also having an organization-wide perspective: the bar across the T. If most team members are ���I,��� collaboration will be a challenge because everyone will “stay in their lane.” If most team members are ���T,��� moving from strategy to action may be a challenge.

While the ���T and I��� language is well known in the private sector, we suggest including a third shape (an ���I��� with a bar, top and bottom): those with social capital in the community, who will add values and historical perspective into the mix.

We sometimes see two membership mistakes. One is keeping a senior leader on the team who poorly represents you or the team. If you decide to commit to a ���Team #1��� approach it���s essential that each member���s loyalty is to the senior leadership team, not to their own team, a peer group or naysayers. As Ty Wiggins says: ���Culture is the worst behavior you���ll tolerate.��� And everyone watches the behavior of senior leaders.

The other mistake is to leave a mission-critical player off the senior leadership team because their title isn���t right, such as an executive director of accountability. If they���re that important to your success you should probably elevate their title, but even if you don���t, put them on the team.

Meetings

The senior leadership team is not a regular team or meeting. It is your team and meeting, and needs to meet your needs. That starts with being clear up-front about the level of decision-making. Wiggins suggests asking each team member, ���Do you agree that people can disagree and still commit?��� Of course, the right answer is, ���Yes!��� Those are the only kind of “yes men” you want on your team.

It���s important to explicitly foster a culture of vigorous debate. Be explicit about the ground rules and protocols you will use for such debate. This releases the power of the team to get the best from one another. It���s also easier when members know that the team discusses and debates, but ultimately that it���s you who will decide.

The toughest challenge in creating that culture is all leaders��� tendency to add value reflexively. Whenever possible, make your decision in the moment and unpack your reasoning. That���s a teachable moment for members and the team.

In addition to debate and decision-making, another key function of the senior leadership team is making and keeping commitments to the team. We���re fans of but any method that records specific commitments made by members and then monitors progress will boost productivity and members��� engagement.

As professional facilitators, we plan on about two hours of preparation for each hour of meeting time and we encourage you to use a senior (but not executive) leader to play this role, ideally facilitating the meeting itself so that you can participate fully in your CEO role without managing the process. That preparation should include information-gathering, framing action items clearly, anticipating the need to bring other people into the meeting and tracking commitments from one meeting to another.

CONTINUOUS IMPROVEMENT

Last month, we wrote an article about how to become successful district leaders. Our Six Success Criteria provide a scorecard for how your efforts to improve the senior leadership team are working. The stronger your team, the more satisfied (and rested) you���ll be as a superintendent.

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