“Everybody in every school could say that, but we really focus on trying to make the experience and learning unique to the kid,” says Clendening, a former Indiana Superintendent of the Year. “We don’t look at everybody as cookie-cutter. We want them to reach their full potential.”

Achieving the first principle requires hiring great teachers. Clendening and his team raised starting teacher salaries substantially with funds from a 2019 referendum.

He cites a new preschool center as proof that the district is following its second guiding principle: communication with the community. Among Franklin Community Schools��� multiple public-private partnerships is the 300-student facility that opened in August and was a priority for families seeking quality early learning options.

Another public-private partnership involves the construction of a $3 million agricultural barn that will house livestock, classrooms and a STEM lab while creating new career pathways for students in a state where agribusiness is a leading industry.

Partnerships that send students to learn in Europe and Japan illuminate the third guiding principle: collaboration. 91心頭istrators also work closely with staff in grade-level and content-focused professional learning communities that meet regularly to design instruction and interventions.

The other two guiding principles are systemic continuous improvement, which focuses heavily on financial stability and strategic decision-making, and trust.

“It’s getting as many people to tell us what they think the problem is through the voice of the customer, and then, weighing the best solutions for our district, and then coming back with the answers, and then tracking them,” Clendening explains. “If we follow the first four principles well, then I think the community trusts us.”

The keys to Clendening’s longevity

Being present in the community is key to the widespread support Clendening has earned during nearly two decades at the helm of Franklin Community Schools. He speaks regularly with PTO presidents and local service organizations, and shares district information and achievements on social media.

He also meets monthly with the president of Franklin College and the CEO of the city’s hospital to determine how the three organizations can help each other and the wider community.

“We find different ways to show that we want the community to be involved in the learning process,” he notes. “We are partnering with the parents in this educational journey.”

Clendening says he has maintained strong relationships with school boards by keeping members informed, engaging in long-range planning and having board members serve on district committees that cover everything from finance to agricultural programs to legislative issues to athletics and the arts.

“I’m very big on making sure they don’t get blindsided on anything that’s happening,” he says. “If we have a significant issue going on in one of the schools, I’ll be sharing information with them so that they’re in the loop.”

Why AI isn’t a ‘cheat code’

Clendening’s goals for the coming years include raising third-grade literacy rates to 95% and adapting instruction to a new state law that sets three diploma tracks for high school graduates: enrollment in higher education, enlistment in the military or entry into the workforce.

Like most other superintendents, Clendening and his team are examining how artificial intelligence will benefit students and staff. They believe AI has the potential to provide interventions for struggling students and expose others to career pathways.

“We don’t see it as a cheat code,” he concludes. “It’s not gonna replace the teacher and it’s not going to replace the kids having to do the work to learn. I think it’s gonna be a partner in the journey.”

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C坦rdova will share her insights as a featured guest at the April Superintendents Summit in Denver, where district leaders from across the country are gathering to focus on leading with clarity amid rapid change.

In this conversation ahead of the summit, she offers a candid perspective on teacher retention, AI in schools, how to stay grounded when everything feels urgent���and what separates the leaders who truly thrive in chaos from those who simply endure it.

Dr. C坦rdova, you’ve sat in almost every seat in education���the classroom, the principal’s office, the superintendent’s office, and now the commissioner’s office. Which role changed you the most as a leader?

I���ve learned something fundamental in every role I���ve held. As I moved into roles with greater responsibilities and impact, I���ve strived to carry those lessons with me.

As a teacher, I learned the power of relationships and what truly motivates people. As a principal, I saw how the leader sets the tone for culture, expectations and vision. As a superintendent, I learned the importance of engaging the entire community while staying disciplined in measuring progress and results.

In my current role, I see more clearly than ever how policy influences practice���and how important it is to understand the reciprocal relationship between legislation and the realities on the ground.

The reality is, I���m still learning. Each role continues to stretch me in different ways.

Recruiting and retaining great teachers and leaders is one of the hardest things districts face right now. What are the districts that are getting it right actually doing differently?

The districts getting it right are thinking about the experience of being an educator, not just the transaction of hiring one.

They consistently do a few things well:

• Creating strong onboarding and support systems, especially in the first 2���3 years, when we lose too many people.
• Building leadership capacity at every level, not just relying on the principal to carry everything.
• Designing roles more strategically, including team-based models and differentiated responsibilities.
• And importantly, listening to their educators���and acting on what they hear.

The districts seeing progress are aligning their staffing, professional learning, and culture around a clear understanding. If we want great outcomes for students, we have to create the conditions where adults can do their best work.

If you could change one thing about how superintendents think about their role as a leader, what would it be?

If I could change one thing, it would be this: don���t try to do everything yourself. The superintendency is too complex���and too important���for any one person to carry alone.

Some advice I���d offer is:

1. Lean into your strengths. Know what you do well and don���t apologize for leading from that place.
2. Build a team that balances your gaps. Surround yourself with people who bring different skills, perspectives, and expertise���and trust them to lead.
3. Work closely with your board to keep the main thing, the main thing. When there is clarity and alignment around priorities, it becomes much easier to say no to distractions and stay focused on what matters most for students.

Superintendents don���t need to be everything���they just need to build and lead systems that work.

What separates the superintendents who thrive in chaos from those who endure it?

I am a big fan of Marcus Aurelius. One of his quotes that I love is, ���When you are distressed by an external thing, it���s not the thing itself that troubles you, but only your judgment of it. And you can wipe this out at a moment���s notice.���

To me, that suggests we have the power to be in chaos without really experiencing it. We can reframe our responses to the crazy times we live in and lead with a sense of purpose that no one can challenge. The trick is to stay grounded in our purpose and values, no matter what else is happening.

AI is changing everything���what should superintendents be doing about it right now, not in five years? And any thoughts on how you might support superintendents in Colorado as they navigate the world of AI amid a social environment where school technology is in question?

In Colorado, we have partnered with the Colorado Education Initiative to develop the . It emphasizes flexibility and adaptability, as things are changing at an unprecedented pace.

A few things I would encourage:

• Start learning���personally and as a team. Use AI tools yourself. Understand what they can and can���t do.
• Create space for educators to experiment safely, rather than shutting it down out of fear.
• Focus on the instructional core���how does AI support stronger teaching, not just efficiency?
• And be clear about guardrails, especially around student data and ethical use.

Final question: When everything is on fire, how do you decide what actually deserves your attention as a leader? Any tips on how to help superintendents prioritize?

If your answer to these three questions is ���yes,��� then the matter likely deserves your attention. :

1. Does this directly impact students���and how?
2. Is this aligned with our highest priorities?
3. Should I be the only one working on this?

If not, you might consider delegating, delaying, or even dropping the matter. But, it���s not always that simple.

My advice���or guidance���to superintendents is to be explicit about your top two to three priorities, and then protect them relentlessly. Use them as a filter for decisions, for meetings, and for how you spend your time.

Staying focused on your top two to three priorities is what keeps you focused when everything around you feels like it���s competing for attention. It���s not easy to do, but the payoff can be enormous.

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“That was a challenge for me because I said, ‘I’m about to hand students a diploma and it’s a Decatur High School diploma and I don’t know if they can read it,'” says Whitaker, who previously served as deputy chief academic officer and an area superintendent in Fulton County Schools. “My deep knowledge in how to support all students in their learning is probably my greatest strength.”

Academic improvements over the last three years have been driven by sharp increases in the number of economically disadvantaged students performing at or above grade level across elementary, middle and high school.

“Our achievement gains have happened without regression to the mean,” she explains. “And that’s ultimately what you want���that rising tide where all ships rise.”

During her tenure in Decatur, Whitaker has made major changes, such as implementing a science of reading curriculum and a universal screening tool. Now, seven in 10 students are meeting or exceeding their growth goals and the district has surpassed pre-pandemic end-of-grade performance benchmarks.

In 2023, City Schools of Decatur was in Georgia’s top three for end-of-grade performance in English language arts, math, social studies and science about one-third of the time. That number has now risen to 78% and the district often lands at No. 1 in metropolitan Atlanta.

“Are we done yet? No,” she continues. “But when you look at what I’m most proud of, we have tackled literacy, we’ve tackled communications, we’ve tackled organizational leadership with measurable results and we’ve set up systems that will outlast personnel shifts.”

Amplifying student voices

Her beliefs that “equity is the vehicle to excellence” and “engagement inspires” are the central tenets of Whitaker’s leadership philosophy, and they’re how she rallies her educators around her academic goals for Decatur’s students.

A key task for her leadership is identifying barriers to providing students with high-quality instruction. She makes data readily available and provides professional development in change management. She says she leads with a combination of “support and pressure.”

“I help leaders see each and every child, and then what their needs are and how we address them,” she notes.

She keeps her educators and students engaged by having them serve on multiple committees, which include a student advisory council that comprises learners from kindergarten through high school. Students learn about everything from artificial intelligence policy to district budgeting.

To further amplify student voice, Decatur worked with city and state officials to become the first district in Georgia to elect a student member to its school board. That student is now lobbying the state legislature to allow other districts to put students on their school boards.

Early learning ambitions

Whitaker’s big goal is to open a new early childhood learning center in 2027-28 that will serve the children of district employees, along with Decatur’s most vulnerable learners. The new facility will expand the district’s full-pay center, and reserve one-third of its spaces for children of employees and another third, at no cost, for students with the greatest financial need.

“Give us your students in kindergarten, and we will get them to be skilled readers by third grade,” Whitaker says. “But if we had access to the students even earlier, potentially at birth …油 we would not have an achievement gap for me to close once they take that test in third grade.”

Providing space for the children of employees is a retention tool, and the center will also help the district create the next generation of educators. The center will serve as a lab school for high school students seeking credentials and careers in early childhood development.

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“We lead with empathy and caring,” says Haberberger, who is in her fifth year as superintendent and now lives in the same town in which she grew up. “We might be a small district, but we lead with the mighty belief that we take care of our own before we can even expect them to excel academically. Socioeconomic status never dictates somebody’s belonging.”

In partnership with a local nonprofit, the district operates a resource shop to help families obtain essentials such as winter clothing, toiletries and formal wear. At the high school level, the shop is run by students who develop leadership skills and agency.

She considers Johnsonburg’s small size a benefit as she and her team get to develop relationships with all of the students and their families. The district can also offer small class sizes but funding is a constant challenge.

Johnsonburg serves just 511 students and fields athletic teams through a co-op with a nearby district. “We have not talked about consolidation yet, but in the next decade or so, it might have to be a possibility, just because of the declining enrollment in general in the rural areas and in the rural systems,” she explains.

Karen Haberberger’s ‘movers and shakers’

While there’s more to academic achievement than test scores, Haberberger is proud of her students’ consistently strong performance. Johnsonburg’s success has attracted teams from surrounding districts who have visited to observe the reading curriculum.

That success is just the tip of the iceberg in the small school system where educators are focused on the whole child. The district is sending students to state chorus, wrestling and swimming competitions, and one-fifth of its high school students participate in the drama programs.

“It speaks to a culture where every student feels that they have a place to belong,” Haberberger adds.

A key to student success is teacher retention, which can be a challenge for small, rural districts. While Johnsonburg has been able to hang onto staff members���many of whom are from the region���Haberberger admits pressure to find teachers is growing, particularly in fields such as biology and music.

Teachers stay because of small class sizes and the breadth of programs the district offers. She also says robust professional development creates a fertile environment for student success and teacher retention.

“My administrative team, they’re movers and shakers, and they like to learn new things, so professional development-wise, we’re always bringing people in to talk about the new things on the horizon,” she says.

Taking the lead on AI

Artificial intelligence is, obviously, the biggest new thing impacting Johnsonburg and every other district. Haberberger says she and her team are “embracing it” with a pilot phase.

“My goal is to ensure that the students are not just consumers of the technology, but that they know the ethics behind it and have mastery of it,” she points out.

Teachers in PD sessions have been experimenting with different AI platforms to determine which best suits instruction.

Johnsonburg���s regional service district, Seneca Highlands IU9, is partnering with the University of Pennsylvania on a $1 million Google grant that drives the PASS program, which stands for “pioneering AI in school systems.”

“A lot of people are afraid that it’s going to take jobs away,” she explains. “But I feel like it will create jobs and it will create opportunity. We need to empower our teachers to lead it.”

Managing the internal noise

Haberberger has developed her leadership philosophy over 33 years in public education, and believes in Bren辿 Brown’s concept of “.”

“I feel like you can either lead with love or you can lead with fear, and I choose to lead with love,” she says. “That means practicing authentic leadership and being present, compassionate, and empathetic towards the people who entrust me to lead them.”

Haberberger became a certified yoga instructor a few years ago, and shares meditation and mindfulness practices with staff and students. She has done sessions with the girls’ volleyball team and starts PD sessions with a short meditation.

“I hope that by teaching my staff how to manage the internal noise, I’m helping build a resilient, focused and healthy workforce.”

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He’s got some advice for staying focused on the core mission: student success.

District 91心頭istration sat油down with Dixon ahead of his upcoming speech at the in Isle of Palms, South Carolina. Here’s what he had to say about leading the fourth-largest district in the state, his involvement with 91心頭LI and his goals for the 2026-27 school year.

1. You outlined several goals for the current school year, including construction projects, teacher compensation and remodeling the district’s alternate school program. How are these projects shaping up as we quickly near the end of the school year?

Berkeley County is a growing district, and we were fortunate to have strong community support in passing our seven-year penny sales tax referendum. That plan allows us to build two new schools and complete a full school renovation, scheduled to open in August. We are also upgrading athletic facilities across several of our high schools based on their current needs.

As the fourth-largest district in South Carolina and one of the fastest-growing counties in the state, we know this work cannot stop there. We will continue partnering with our community to landbank property and plan for additional schools so we can stay ahead of our growth.

Teacher compensation has also remained a priority. Currently, we offer the third-highest starting salary for first-year teachers in the state. We have extended our salary schedule beyond 30 years of service and continue to work with our committed school board to ensure teacher compensation remains a priority.

We have also reimagined our alternative school program, now called油Next Steps Learning Center. We do not view it as the end of a student���s academic journey, but rather a next step.

The program provides academic instruction along with social-emotional wraparound services for students and families. Our goal is to equip students with the skills, tools and support they need to successfully transition back into the traditional school environment, and those supports continue even after they return.

2. Berkeley County has grown rapidly since you took the helm. What initiatives are contributing to this growth, and what strategies do you rely on to recruit and retain high-quality teachers to match enrollment increases?

Berkeley County has experienced significant growth, and much of that is tied to economic development across the region. Companies like Volvo, Boeing and Redwood have brought new opportunities to the area, making the community an attractive place for families to live and work.

With that growth comes the responsibility to ensure our schools remain strong. We have developed a comprehensive recruitment strategy that goes beyond salary. While competitive pay is important, we also invest heavily in professional learning, leadership development, and career pathways for teachers.

Retention is really about creating the right conditions. Teachers want to work in environments where they are supported, where their voices are heard and where they have opportunities to grow professionally.

Our focus is on building a culture where educators can thrive and become the best teachers in the Lowcountry.

3. You’ve previously held roles focused on academics and innovation. Where do you see the greatest opportunities for academic innovation in BCSD?

One of the greatest opportunities for academic innovation in Berkeley County is strengthening clarity around instruction. Innovation is not always about adding something new; often it is about ensuring that what we do is clear, consistent and focused on student learning.

We are continuing to refine our instructional framework so that every classroom provides rigorous, grade-level learning experiences. We are also strengthening how leaders and teachers use data to inform instruction and respond to student needs in real time.

Additionally, we see opportunities in expanding personalized learning, strengthening career and technical education pathways, and leveraging technology to enhance���not replace���high-quality instruction. Ultimately, innovation must always lead to better outcomes for students.

4. What’s top-of-mind for you as you prepare for the 2026-27 school year?

My focus is on maintaining the strength of our instructional framework and continuing to develop clarity around data-driven instructional leadership across the district.

We will also continue investing in our teachers and leaders while ensuring that our resources and finances remain aligned to support teaching and learning.

Equally important is continuing our partnership with the school board, community members, local government, teachers, parents and families. Strong school systems are built through strong partnerships, and ensuring the right conditions exist for our educators and students remains a top priority.

5. Finally, tell me about your involvement with the District 91心頭istration Leadership Institute. What’s the topic for your presentation at the upcoming superintendents summit?

I have had the privilege of serving as a founding administrator with the District 91心頭istration Leadership Institute. My goal has always been to support fellow superintendents by creating opportunities for professional growth while also acknowledging the mental and emotional demands of leadership.

At the upcoming Superintendents Summit, my presentation is titled油���Leading as Chief People Officer: Building Systems That Outlast the Noise.���

In today���s environment, there is always something competing for a superintendent���s attention���community pressure, staffing challenges, political dynamics and internal tensions. It is easy to get pulled into reacting instead of leading.

What I have learned is that when the work depends too heavily on the personality of the leader, it begins to fracture under pressure. But when the work is grounded in strong systems anchored in mission and focused on students, it can withstand a great deal.

I plan to discuss how leaders anchor to mission, align people to their strengths, create clarity around decision-making, communicate consistently and remain predictable in their values. Leading as chief people officer is not simply about hiring and evaluations���it is about designing a people system that remains steady even when there is disagreement or noise around the work.

Quite honestly, this is the work I live every day.

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In modern leadership, particularly in education, this wisdom is as relevant as ever. To truly lead effectively, one must first understand their own tendencies, strengths and blind spots. Sometimes, however, the best way to know thyself is to step outside your usual perspective and to frame shift.

And what better frame to explore leadership than through the lens of America���s pastime: baseball?

Pitcher: Commanding the game

The pitcher is often the focal point of the game. With every pitch, the game���s direction hinges on their skill, focus, and ability to read the situation.

In educational leadership, superintendents often play the role of the pitcher. They set the tone and pace, throwing strategic ���pitches��� to balance competing needs: academic outcomes, resource allocation, and community expectations.

The pitcher���s role demands precision, resilience, and the ability to shake off a bad pitch, much like a superintendent or principal must recover from setbacks or controversial decisions.

Yet, even the best pitchers rely on the team around them. They can���t win alone.

Yogi Berra once said, ���Baseball is 90% mental. The other half is physical.��� The same could be said for educational leadership. The mental fortitude to lead a district requires not just strategic planning but also emotional intelligence and adaptability.

Catcher: Silent strategist

Behind the plate, the catcher is the strategist, the communicator, and often the unsung hero. They guide the pitcher, anticipate the batter���s moves, and serve as the glue for the defensive team.

Education leaders frequently embody the role of the catcher. Positioned at the intersection of policy and practice, they translate district strategies into actionable goals, all while supporting teachers and students. The best catchers, like the best leaders, excel at both seeing the big picture and managing the details.

The catcher���s role requires trust and collaboration. They must be attuned to the needs of their team while staying laser-focused on the ultimate goal.

Similarly, effective leaders act as the bridge between district goals and campus realities, ensuring that everyone is aligned while protecting the ���strike zone��� of student success. Further, the catcher often bears the physical and mental weight of the game���blocking pitches in the dirt, enduring foul tips, and staying focused for all nine innings.

First base: Reliability and consistency

The first baseman is a model of consistency. They are the anchor of the infield, ready to catch errant throws and make critical plays.

In leadership, this role represents those who are the reliable ���catch��� for day-to-day operations. Their steadfast presence ensures that the routine and the unexpected are handled with grace.

First basemen, much like key educational leaders, may not always receive the spotlight, but their contributions are vital. They remind us that leadership isn���t always about making flashy moves; sometimes, it���s about being dependable, ensuring that others can succeed because they know someone has their back.

Shortstop: Agility and problem-solving

The shortstop is the team���s problem-solver, moving swiftly to fill gaps, anticipate plays, and respond to unexpected challenges. In education, this role represents a leader who can pivot between strategy and execution.

Shortstops excel at being everywhere at once, much like leaders who must juggle curriculum design, professional development, and crisis management.

To play shortstop effectively, one must be proactive and quick-thinking. These qualities are equally critical for leaders who navigate the complexities of education. They are the ones who dive headfirst into the gap to ensure no student or teacher is left unsupported.

Centerfield: The big picture

The center fielder is the guardian of the outfield, providing coverage and ensuring that the team���s defensive strategy holds. They must have a clear vision of the field and communicate effectively with their teammates.

Superintendents often find themselves in this role as well, balancing the broader vision of a district while ensuring all ���outfielders��� (principals, teachers, and staff) are in sync.

The centerfielder reminds us that leadership requires perspective. Great leaders, like great outfielders, know when to charge in and when to step back, ensuring that their actions serve the larger strategy.

They are the ones who see opportunities and risks before others do, positioning their team for success.

Leadership diamond

Baseball���s beauty lies in its balance. No one position can win the game alone.

The same is true for leadership. Whether you naturally see yourself as a pitcher, catcher, or shortstop, the key is self-awareness.

Knowing which position you naturally play allows you to lead from your strengths. But the greatest leaders also understand when to adapt, stepping into different roles to meet the needs of their organization.

Exceptional leadership is about more than knowing thyself; it���s about understanding the game, recognizing the strengths of your team, and being willing to play wherever you���re needed most. As Yogi Berra might put it, ���You can observe a lot by watching.���

In leadership, as in baseball, the ability to watch, learn, and adapt is what sets the best apart.

Leadership is a team sport. It���s not about always being the star player but about knowing when to pitch, when to catch, and when to field.

Ultimately, the mark of an exceptional leader is this: they know their position, they know their team, and they play the game to win���not for themselves, but for everyone.

“True leadership is knowing when to take the mound, and when to cheer from the dugout.”

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“We know the world is changing, and we need our kids to have the most modern, best experiences that are going to help them love learning now and into the future,” says Nathan, who became superintendent of the Edgewater Park Township School District in July.油

“We need to use the same tenets that organizations that have the pressure to continue to evolve to meet customers’ ever-changing needs,” she adds.

Nathan has been rallying everyone in her K-8 district to see themselves as educators who build environments where young minds thrive. It’s a high-stakes push she describes as an “I cure cancer” mentality where every voice is heard, ideas keep emerging and everything connects back to a clear, shared purpose.

“If we get the environment right���psychological safety, clarity of purpose and room to experiment���our teams will continue to design solutions we couldn���t have scripted from the top down.”

Nathan says her leadership philosophy centers on empowerment of every stakeholder, anchored in a common purpose.

“I believe culture, strategy and innovation are inseparable: culture creates the safety to try, strategy provides the focus, and innovation is the natural outcome when people feel trusted and aligned,” she points out.

Leaders must first understand themselves and then develop an understanding of each other and their teams through collaborative professional development and other shared experiences.

“From there, we align around shared goals, launch pilots, and connect everything to our strategic plan,” she explains. “We are intentional about telling our story and celebrating success because that���s how you scale what works and invite more people into the work.

How has education changed since you have been in K12?

Nathan has established an AI leadership team that is examining how generative artificial intelligence can help teachers communicate and plan and differentiate lessons, among other tasks. This would give the educators more time to work with students on hands-on projects that involve less screen time, she explains.

Nathan’s efforts are informed by the book, , which connects screen time and social media use to the rise in mental illness among children. “We have to teach help kids understand but not necessarily use AI,” she says. “We have to use AI to create environments that are human-centered, where kids are talking to each other and looking each other in the eye.”

She also wants to disrupt the K12 “status quo” cycles in which “ideas get renamed, and initiatives are repackaged.”

“The work I���m drawn to now is about creating true breakthroughs���a ’caused future’���where we intentionally design for something fundamentally better rather than just slightly improving what already exists,” she concludes. “That requires courage, experimentation, and a willingness to question some of our most familiar structures in schooling.”

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���Trust Accelerators��� is a proprietary leadership concept developed by InitiativeOne and incorporated into its leadership transformation methodology. InitiativeOne is a national leadership institute that partners with organizations and public school districts to strengthen leadership alignment and build healthy, high-trust organizational cultures.

Expressing gratitude, assuming positive intent, communicating with respect, engaging in the district���s culture, and ���delivering the mail��� during difficult conversations are examples of the Trust Accelerators, a proprietary leadership concept developed by and used within its leadership transformation methodology.

These practices are helping shape the leadership mindset at Tomorrow River Schools in central Wisconsin, Superintendent Ryan Ruggles says. ���To us, it means something deeper than just ���norms,’��� Ruggles explains. ���It���s how we do business and how we treat each other every single day. We try to live our trust accelerators.���

Gratitude and treating people with positive intent are two InitiativeOne Trust Accelerators that cover celebrating the achievements of staff and students, along with communicating kindly and directly.

���It���s not easy work that we do and so we have to make sure that we are mindful and celebrate the efforts of everybody on our team,��� Ruggles notes. ���We want to recognize all contributions that people bring to the table.���

Getting students, staff and stakeholders engaged in school culture relies on aligning everyone���s vision around continuous improvement. One foundation for shared goals is the district���s portrait of a graduate, which emphasizes character, communication, citizenship, critical thinking and collaboration.

���Delivering the mail,��� an InitiativeOne leadership concept guides leaders when they must convey challenging messages related to issues with multiple layers or variables.

���We talk about shared accountability, and I think that that���s a huge piece that we���ve been able to get a lot of buy-in from staff members and community members as well,��� he adds.

How Tomorrow River builds trust and excitement

���Public displays of learning��� are a key aspect of continuous improvement at Tomorrow River Schools. The intent is to engage students more deeply in project-based learning by having them demonstrate new skills and knowledge.

These demonstrations allow teachers to better assess student progress beyond traditional tests and have now become regular practice in Tomorrow River���s classrooms.

���A lot of times, we bring our parents and community members in for these public displays of learning,��� Ruggles notes. ���Students are getting good practice at presenting their learning to others, and it builds trust and excitement with the community about all the things that we���re doing here.���

Presenting publicly also requires students to demonstrate the five key skills in the district���s portrait of a graduate. It tells the story to the group of towns that Tomorrow River serves that the district is developing students who will become productive citizens with strong character and great communication skills.

���Those are skills that translate to wherever our students are going to go when they leave our district,��� he observes.

Asking students about AI

Ruggles and his team have involved students in discussions about the appropriate uses of artificial intelligence. Educators asked middle and high school students about how they were already using AI, what they found useful, and what worried them. That input shaped a three-tiered framework:

• Level 1: Students use AI as a brainstorming partner
• Level 2: Covers more complex AI-assisted work
• Level 3: No AI use is permitted. Teachers communicate which level applies to each assignment, giving students clear expectations rather than blanket restrictions.

The district���s AP Statistics students took it a step further, conducting their own survey on student AI use and presenting findings to both the school board and faculty. The results, Ruggles noted, surprised some of the adults in the room.

“Sometimes the adults assume that kids are doing more negative with it���but we didn���t find that with our survey at all,��� he says. ���The schools that are struggling with AI are not engaging students in those conversations.���

The key to adopting AI or any new edtech is knowing its purpose for learning, adds Ruggles, who co-authored with Tim Schigur. ���There are a lot of schools out there that are one-to-one that have never really discussed the purpose of being one-to-one or their expectations for how staff members will use that technology,��� he observes.

���The place to be���

One of the clearest signs of the district���s healthy culture is its high teacher retention rate. Tomorrow River is fully staffed at a time when some districts struggle to get applicants for open positions.

���We���ve established ourselves as a district that values its employees, listens to them, and takes care of them,��� Ruggles says. ���I like to put people in the position to be successful and figure out what hurdles I need to remove out of their way.���

Ruggles also relishes the district���s role as a hub for the communities its schools serve. ���On a Friday night during football season and in the winter during basketball games, this is the place to be,��� he concludes. ���Our community is incredibly supportive. There���s a lot of pride in our schools and a lot of support.���

ARTIFICIAL INTELLIGENCE: AI-powered search is changing how students choose colleges

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Dr. Jeff Horton, superintendent of the Southwest Metro Intermediate School District 288 in Minnesota, was recognized at the District 91心頭istration Leadership Institute National Superintendents Summit as 2026’s Superintendent of the Year.

The award is part of District 91心頭istration’s Awards of Distinction Program, which recognizes education leaders and initiatives driving meaningful change across six categories: Academic Acceleration, Community & Family Engagement, Culture, Vision & Strategic Planning, Professional Development & Wellness, STEM & Career Pathways, Student Engagement & Wellbeing, as well as exceptional Women of Distinction and Leaders of Distinction.

Dr. Horton is most known for his bold, community-centered leadership, conducting more than 1,000 listening sessions, achieving full staffing for the first time in a decade and engaging 38,000 stakeholders in shaping the district’s future.

Dr. Carmen Balgobin, superintendent of Florida’s Volusia County Schools, has also been named District 91心頭istration’s 2026 Woman of the Year. Throughout her tenure, she’s been instrumental in improving academic gains and dramatically reducing the district’s rates of absenteeism.

Districts of Distinction

Meanwhile, six districts were recognized as District 91心頭istration’s Districts of Distinction, an award highlighting districts that have proven successful in one of the six categories mentioned earlier.

This year’s winners include:

• Academic Excellence: Englewood Public School District, New Jersey
• Community & Family Engagement: Kenton County School District, Kentucky
• Culture, Vision & Strategic Planning: St. Vrain Valley Schools, Colorado
• Professional Development & Wellness: Itasca School District 10, Illinois
• STEM & Career Pathways: Collierville Schools, Tennessee
• Student Engagement & Well-Being: Springfield Public Schools, Missouri

Leaders of Distinction

Additionally, the Leaders of Distinction award honors individuals spearheading groundbreaking initiatives and inspiring educational progress within their districts. This year’s leaders include:

• Dr. Rui Dionisio:油Fair Lawn Public Schools, New Jersey
• Dr. Adam Ehrman:油Bourbonnais Elementary School District #53, Illinois
• Dr. Joseph Famularo:油Bellmore Union Free School District, New York
• Dr. Marnie Hazelton, Ed.D:油Englewood Public School District, New Jersey
• Scott Olinger:油Plainfield Community School Corporation, Indiana
• Glenn Robbins:油Brigantine Public School District, New Jersey
• Bill Runey:油Dighton-Rehoboth Regional Schools, Massachusetts

Women of Distinction

Finally, District 91心頭istration recognizes five Women of Distinction for their exceptional leadership, resulting in elevated student outcomes and opportunities. This year’s awardees include:

• Lindy Beckman:油Director of Curriculum and Instruction, Hemlock Public School District, Michigan
• Djeneba (DJ) Cherif:油Chief Academic Officer, University Prep Schools, Michigan
• Yolanda Conaway:油Assistant Superintendent, Palo Alto Unified School District, California
• Dr. Tahira DuPree Chase:油Superintendent of Schools, Westbury Union Free School District, New York
• Dr. Sally Parish:油Director of Schools, University of Schools, Tennessee

This year’s award winners honor the growing number of leaders who are adapting to the evolving role of the superintendency, which goes beyond operational management, said Amy Dujon, vice president of education for Community EDU.

“Our award winners embody a new model of leadership���one that unites vision, trust, and community engagement to build resilient, future-focused school systems.”

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The leaders polled also cited teacher retention and recruitment, and student engagement as top challenges.

Leadership pipelines

The superintendents who cited leadership pipelines as a top concern warned that filling leadership roles was becoming more difficult. Political pressures are dampening morale and provoking disengagement among leaders as their jobs become increasingly untenable, the survey found.

They also highlighted the need for more coaching, professional development and greater awareness of administrators’ well-being and workloads. Effective change relies on transparency and accountability, while communication and face-to-face interaction were seen as key ways to build trust among education leaders.

Some leaders said monthly learning walks help align and that partnering with educational institutions will strengthen leadership capacity.

Teacher retention

Perceived low pay, lack of preparation and work-life balance issues are among the biggest hurdles for newly hired teachers. Teachers are also increasingly concerned about student behavior, political compliance and having sufficient time for professional development.

The superintendents surveyed said they are working to create a more positive culture through teacher empowerment. Coaching and feedback, tuition and housing assistance, and clear professional pathways are leading retention strategies.

Districts are also training teachers to use artificial intelligence to reduce workloads around lesson planning, data analysis and reporting.

Student engagement

Superintendents noted several reasons for declining student engagement:

• Students feel unrecognized as individuals
• Lack of autonomy
• Distractions from technology
• Unclear career pathways
• Questions about the relevance of instruction
• Parental disinterest beginning as early as kindergarten

The most promising solutions include new technology that captivates students more than traditional instruction, building stronger student-teacher relationships, improving classroom safety and providing opportunities for play-based and inquiry-driven learning.

Educators also need to build student confidence and self-efficacy from early achievement.

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