Reflections from the National Conference on Education: Leadership, Communication, and the Future of Public Schools

This past week, I had the opportunity to attend the National Conference on Education, hosted by the American Association of School Administrators (AASA). This annual event brings together educational leaders from across the country to discuss the challenges, opportunities, and innovations shaping the future of public education.

With the theme centered on leadership, communication, and student success, the conference was filled with engaging sessions that provided valuable insights on strategic district leadership, student engagement, the impact of artificial intelligence (AI), and the role of public schools in evolving societal landscapes. It was a privilege to learn from experts, collaborate with fellow superintendents, and reflect on how these ideas can be applied to Willmar Public Schools.

The Power of Communication in School Leadership

One of the strongest takeaways from the conference was the critical role of communication in leadership. The ability to effectively engage stakeholders, build trust, and tell the story of our schools is more important than ever.

A particularly insightful session focused on the LIEER model—Listen, Inform, Educate, Engage, Recognize—as a framework for improving district-wide communication. This model helps superintendents create transparency, establish two-way dialogue, and ensure stakeholders feel valued.

Some key strategies shared included:

• Listening to staff, parents, students, and community members before making major decisions.

• Informing stakeholders with timely, clear, and consistent messaging.

• Educating the community about the realities and challenges facing public schools.

• Engaging various groups through surveys, town halls, and advisory councils.

• Recognizing the hard work and successes of students, staff, and partners.

We also explored best practices in media relations—a skill that is essential in today’s fast-moving information landscape. The takeaway? If district leaders don’t actively shape the narrative, someone else will.

School districts that proactively share their achievements, challenges, and stories are better positioned to maintain public trust. The recommended approach is to ensure that for every one difficult story, districts should be actively promoting ten success stories.

Crisis Communication: Preparation is Key

One of the most engaging discussions centered on navigating crises. Whether it’s an emergency, a social media controversy, or a miscommunication, superintendents must be prepared to communicate quickly, clearly, and compassionately.

A few key takeaways included:

• Have a crisis communication plan in place before an issue arises (which we do).

• Maintain consistent messaging across all platforms to prevent misinformation.

• Acknowledge concerns while reinforcing district values and priorities.

• Be proactive, not reactive, in handling tough situations.

These insights reaffirmed the importance of strategic communication in leadership. If we want to build strong relationships with our community, we need to be clear, intentional, and transparent in our messaging.

Addressing Student Absenteeism and Mental Health

Another important theme at the conference was the growing concern over student absenteeism and mental health. Nationwide, districts are seeing a rise in chronic absenteeism, which directly impacts academic success. Thankfully, at Willmar Public Schools we are seeing slight improvements in absenteeism.

A session I attended focused on the link between mental health support and student attendance. The districts that have been most successful in addressing absenteeism have taken a proactive approach, including:

• Embedding mental health services in schools to provide students with easy access to counselors and therapists.

• Developing mentorship programs where students can connect with trusted adults.

• Fostering a sense of belonging by ensuring every student feels valued and included in the school community.

The discussion emphasized that when students feel connected, supported, and understood, they are more likely to attend school regularly and engage in their learning.

At Willmar Public Schools, we have already been working to support student well-being through counseling services and community partnerships, but this session reinforced the need to continue expanding our efforts.

Strategic Planning for the Future of Education

One of the most thought-provoking discussions revolved around how school leaders can plan for the future amid changing political, economic, and social landscapes.

A key message was the importance of having a shared vision that remains student-centered, even as external pressures evolve. Some of the biggest challenges districts are navigating include:

• Staff shortages and recruitment challenges

• Equity in education and meeting the needs of diverse learners

• The role of AI and technology in learning

• Community trust and political divisions affecting public education

One case study that stood out was the transformation happening in Houston ISD, which has been implementing systemic instructional changes focused on:

• Aligning curriculum across all schools to ensure consistency.

• Providing intensive coaching for teachers to strengthen instruction.

• Using real-time student data to inform teaching strategies.

While every district is different, this session reinforced the need for collaborative leadership, strong instructional frameworks, and ongoing professional development to create meaningful change.

Artificial Intelligence in Education: A Game Changer?

One of the most fascinating yet complex conversations at the conference was about AI’s role in education. AI-powered tools like Google Gemini, Sora, and Khanmigo are becoming more prevalent in classrooms, but they also come with important ethical and instructional considerations.

Some of the key points included:

• AI can be used to personalize learning experiences and provide real-time feedback to students.

• AI-driven tools can support teachers in grading, planning, and assessment, saving valuable time.

• There are concerns about equity and access, ensuring that all students benefit from AI advancements.

• The role of AI should be enhancing, not replacing, human connection in learning.

At Willmar Public Schools, we will need to thoughtfully explore how AI can support both teachers and students while ensuring ethical implementation.

The Power of AASA: Networking and Professional Development

One of the greatest benefits of attending the National Conference on Education was connecting with fellow superintendents. AASA plays a vital role in providing professional development, advocacy, and leadership training to school administrators across the country.

Through networking, I was able to:

• Exchange ideas with superintendents facing similar challenges.

• Learn about innovative programs and instructional strategies.

• Discuss best practices in leadership, strategic planning, and communication.

The collective knowledge and experience shared at the conference was invaluable, and I left with a renewed sense of purpose and commitment to our work at Willmar Public Schools.

Final Thoughts: Moving Forward with Purpose

The National Conference on Education was an incredible opportunity to learn, reflect, and strategize about the future of public education.

Key takeaways from my time at the conference include:

1. Communication is the foundation of effective leadership, engaging stakeholders, shaping narratives, and handling challenges proactively.

2. Student mental health and absenteeism require intentional, proactive solutions, fostering a sense of belonging, embedding mental health services, and strengthening relationships are key.

3. Strategic planning must remain flexible yet focused—districts must anticipate challenges and develop data-driven, equity-centered approaches to instruction and student success.

4. Artificial intelligence is a growing force in education—leaders must balance innovation with ethical considerations and equity in access.

5. Professional networks like AASA provide invaluable learning opportunities through collaboration, superintendents can strengthen their leadership and navigate complex challenges with confidence.

As I return to Willmar, I am energized and excited to apply these insights. By working together, prioritizing student success, and embracing continuous learning, we can ensure that Willmar Public Schools remains a place where every student has the opportunity to thrive.

What are your thoughts on these key issues? I’d love to hear your perspectives as we continue shaping the future of education together!

Check out this choir performance ⬇️

How Educational Leaders Can Overcome Sorting, Othering, and Siloing to Build Stronger School Communities

In her AMAZING book, I Never Thought of It That Way: How to Have Fearlessly Curious Conversations in Dangerously Divided Times, Mónica Guzmán shares the human tendencies of Sorting, Othering, and Siloing, coined "SOS." These natural behaviors can hinder effective communication and understanding, especially in educational settings. As education leaders, recognizing and addressing these patterns is crucial for fostering collaborative environments, particularly during challenging times and periods of organizational change.

Understanding SOS in Educational Contexts

1. Sorting: This refers to our inclination to associate with individuals who share similar beliefs, interests, and backgrounds. In schools, this might manifest as teachers collaborating primarily within their departments or administrators engaging mainly with like-minded colleagues.
   
   
2. Othering: This occurs when we categorize those who differ from us as "the other." In an educational context, this could lead to divisions between various groups, such as teachers versus administration, non-licensed staff versus licensed staff, or different academic departments, creating an "us vs. them" mentality.
   
   
3. Siloing: This involves isolating ourselves within our groups, and limiting exposure to different perspectives. In schools, siloing can result in departments or teams working in isolation, hindering interdisciplinary collaboration and innovation (DuFour, et al. also used siloing when describing school teams).

Guzmán emphasizes that these patterns can blind us to the complexities of our communities, in our case, school communities. She states, "If you can't be curious across divides in a polarized world, then you can't see the world at all."

The Impact of SOS on Educational Leadership
For teacher leaders, principals, and superintendents, falling into SOS patterns can have significant consequences:

• Reduced Collaboration: Sorting and siloing can limit opportunities for cross-district collaboration, which is essential for aligned student development.
  
  
• Impaired Decision-Making: Othering can lead to dismissing valuable input from different stakeholders, resulting in decisions that may not serve the entire school community effectively.
  
  
• Stagnant Professional Growth: Siloing restricts exposure to new ideas and best practices, hindering professional development and innovation.

Strategies to Overcome SOS
Guzmán offers practical approaches to counteract these tendencies:

1. Cultivate Curiosity: Actively seek to understand perspectives different from your own. Engage in conversations with colleagues from various departments, buildings, backgrounds, and roles within the school. Guzmán advises, "To keep our minds open when so much pushes them closed we’re going to have to kick it old-school. We’re going to have to talk—really talk—with actual different people."
   
   
2. Foster Inclusive Dialogue: Create spaces where all voices can be heard. Encourage open forums, roundtable discussions, town halls, and collaborative meetings that bring together different groups within the school community.
   
   
3. Challenge Assumptions: Regularly reflect on your own biases and assumptions. Guzmán reminds us, "People are mysteries, not puzzles. This means we can never be sure about them. But we can always be curious."
   
   
4. Promote Interdisciplinary Collaboration: Break down silos by encouraging projects and initiatives that require input from multiple buildings. This not only enriches the learning experience but also builds a more cohesive school culture.

Applying These Strategies During Organizational Change
Change can be a challenging period for any organization. Educational leaders can apply Guzmán's insights to navigate these times more effectively:

• Engage Stakeholders Early: Involve teachers, staff, students, and parents in the change process from the outset. This inclusive approach ensures different perspectives are considered and reduces resistance.
• Communicate Transparently: Openly share the impetus for change, the expected outcomes, and the steps involved. Transparent communication builds trust and minimizes the "us vs. them" mentality.
• Provide Support and Resources: Offer professional development and resources to help staff adapt to changes. This demonstrates a commitment to their success and supports a collaborative environment.
• Celebrate Different Contributions: Acknowledge and celebrate the efforts and successes of individuals and teams from various parts of the educational organization. This recognition reinforces the value of different contributions and encourages ongoing collaboration.

Closing Thoughts…
Mónica Guzmán's I Never Thought of It That Way provides valuable insights into the natural human tendencies that can impede effective communication and collaboration. By recognizing and addressing sorting, othering, and siloing behaviors, educational leaders can foster more inclusive, innovative, and persistent school communities. Embracing curiosity and open dialogue not only enriches our professional lives but also models the values we wish to instill in our students.

As Guzmán aptly puts it, "The way to tame othering isn’t to turn down the complexity of what divides us. We can’t pretend we’re all the same when we’re not, or pretend we all agree when we don’t. It’s to turn up the complexity of what makes us who we are."

By embracing this complexity and fostering genuine curiosity, educational leaders can navigate challenging times and lead their organizations through change with empathy and effectiveness. Solid book!

How We Decide: Winter Weather and School Closures at Willmar Public Schools

Well, winter weather has suddenly arrived! As this is my first year at Willmar Public Schools making the decision on whether school will be in session or not, I thought it would be helpful to share some background on how these decisions are made. Here’s an outline of the process:

Cold Weather Related

Occasionally, schools are closed due to excessively cold weather. While I hope we won't experience extreme temperatures this year, I want to remind everyone of the guiding principals we follow when making decisions about school closures due to cold weather.

Our school buses are housed indoors and are in excellent condition. In the unlikely event of mechanical failure during cold weather, we have backup buses ready to assist quickly.

When deciding, I consider wind chill, actual temperatures, and frostbite time frames. I rely on the National Weather Service (NWS) Wind Chill Chart as a guide. If frostbite times are in the 30-minute range, and other factors such as snowfall, visibility, and road conditions are acceptable, my recommendation will be to hold school as scheduled.

By operating within these wind chill parameters, we prioritize student safety while also ensuring opportunities to continue learning on regularly scheduled days.

I encourage parents to ensure their children are dressed appropriately for winter, especially during extreme cold. Whether in kindergarten or 12th grade, all students should wear proper winter clothing, including mittens and hats, before heading out.

Ultimately, if school remains open on days with negative wind chills, the decision to send a child to school rests with the parents. Families face different circumstances, and a single decision made by the superintendent may not address every situation. If parents choose to keep their children home due to inclement weather, and schools in the area are closing due to inclement weather, the absence will be considered excused.

Please make certain that your alert system information (Infinite Campus) is up to date as we rely on this system to communicate messages regarding school closures.

Precipitation Related

When extreme precipitation events are forecasted or underway, the Superintendent works closely with the transportation company, county road officials, and area school districts to determine the best course of action to ensure student safety. While input is gathered from neighboring districts, each district ultimately makes its own decision based on local road conditions and visibility.

When possible, decisions regarding school closures or delays will be made the evening prior, ideally by 10:00 PM. However, this is not always feasible due to changing conditions. If a decision cannot be made the night before, we will strive to communicate it by 6:00 AM.
Weather announcements will be delivered through the following channels, either in order or, in some cases, simultaneously:

1. Infinite Campus Messenger System – Please ensure your contact information is up to date.
2. Social Media – Follow us on Facebook and Twitter.
3. District Website – Updates will be posted promptly.
4. Television News Stations
5. Radio Stations

These general guidelines help determine school closures during extreme cold or inclement weather. Ultimately, the decision to send a child to school on such days rests with parents. Given the diverse circumstances across our district, a single decision by the Superintendent may not accommodate every family’s unique situation. If parents decide to keep their children home due to weather conditions while schools remain open, the absence will be excused if schools in the area are closing due to inclement weather.

I hope this information provides clarity and helps you plan accordingly. Stay safe and enjoy the upcoming winter weather!

A Commitment to Instructional Excellence and Growth

At our recent Teaching and Learning Cabinet meeting on October 8, 2024, I was again reminded of our administrators and instructional coaches' exceptional dedication to improving student learning. The focus of this meeting was clear: aligning our district's instructional practices with standards-based learning and leveraging proficiency scales to ensure every student is progressing.

A special part of this meeting was the inclusion of our instructional coaches. By involving them in these conversations from the outset, we’re fostering stronger collaboration and ensuring that everyone—coaches, teachers, and leaders—are aligned in their approach. We are all reading Planning and Teaching in the Standards-Based Classroom, with Carrie Thomas, our Director of Teaching and Learning, leading the discussion. This book provides a foundation for our work in standards-based learning and guides our curriculum planning efforts.

Carrie Thomas has been an incredible leader in this space, guiding our Teaching and Learning Department with a clear vision and purpose. Her commitment to fostering instructional alignment across our schools is evident. Additionally, Karen Douglass, our Assistant Director of Teaching and Learning, has been instrumental in her leadership over critical areas such as our Title Programs, the Minnesota Student Survey, and cultural liaisons. Their leadership, combined with the dedication of our coaches and administrators, is driving meaningful instructional improvement across the district.

Our administrators and teachers continue to balance numerous demands—daily lesson planning, instructional delivery, and training requirements for the READ Act, among others. Despite these challenges, they remain focused and committed to high standards for all students. This dedication is truly remarkable and a testament to their professionalism and passion for teaching.

A highlight of our work is the emphasis on year-long curriculum maps. These maps ensure consistent pacing and depth of learning across all grade levels, and we’re continuously refining and sharing evidence of our progress. We began with thoughtful reflection on the introduction of the READ Act, followed by productive discussions on our year-long curriculum maps and identifying next steps for our instructional teams. This collaborative approach, spearheaded by Carrie Thomas, demonstrates our commitment to continuous improvement and excellence.

Moreover, the work of our instructional and special education coaches—guided by the principles in Yes, We Can!—reinforces our belief that all students can achieve at high levels. These coaches are not only learning and applying best practices but also developing recommendations that will shape the future of our instructional strategies.

As we continue to move forward, I’m confident that the work we’re doing will have a lasting, positive impact on our students. Our teams are focused, collaborative, and deeply committed to providing the best educational experiences for all learners.

Kudos to Carrie Thomas and Karen Douglass for their leadership, and to all our administrators, educators, support staff, and instructional coaches for their unwavering commitment to standards-based learning and continuous instructional improvement. Together, we are making tremendous strides in meeting our vision of inspiring and preparing all learners for their future in our community and world. 

Willmar Public Schools Launches New Podcast: Willmar Wisdom: Beyond the Classroom

 

Willmar Public Schools is excited to announce the launch of its new podcast, Willmar Wisdom: Beyond the Classroom, hosted by Superintendent Dr. Bill Adams. This monthly podcast will feature a variety of guests from the district, offering listeners a deeper look into the stories, challenges, and successes that shape Willmar Public Schools.

Each episode will explore relevant topics for staff, students, families, and community members. From inspiring student journeys to insightful conversations with staff, Willmar Wisdom provides a platform to share the heart of Willmar Public Schools with the community.

When to Listen:
The first episode of Willmar Wisdom: Beyond the Classroom is available now! New episodes are released monthly. You can listen on Spotify, Amazon Music, iHeartRadio, and Apple Podcasts.

Who Should Tune In?
This podcast is for everyone! Staff, students, families, and community members can tune in to stay up-to-date on Willmar Public Schools news and culture.

Episode 1: Now Live!
Episode one, “High School Hidsight,” features recent Willmar graduates Richie Becker, Rebecca Dawson, and Tyler Evans, who share their experiences at Willmar Public Schools and offer advice for current students. Don’t miss this insightful discussion from our newest alumni!

Listen and Subscribe:
Visit www.willmar.k12.mn.us/podcast to listen and subscribe today!

Willmar Public Schools Celebrates Minnesota School Board Recognition Month

 

The Willmar Public Schools will join school districts throughout the state in saluting their local school board members during Minnesota School Board Recognition Month in September.

This commemorative month is designed to recognize the invaluable contributions made by Minnesota’s school board members, including the Willmar Public Schools Board, who are entrusted with the governance of public education under state law.

Minnesota school board members are elected or appointed by their communities to lead local schools, with responsibilities that include oversight of district finances, policy-making, and ensuring that the district adheres to state and federal education laws. Their decisions directly impact the quality of education for more than 870,000 students across the state, including our 4,000+ students in Willmar, as well as the working conditions of over 57,000 teachers and thousands of administrators and support staff.

These dedicated volunteer leaders spend countless hours in board training programs and personal study to enhance their understanding of the complexities of school finance, budgeting, and the ever-evolving landscape of education. Their commitment ensures that our schools are well-governed and that our students have the best possible opportunities for success.

We extend our deepest respect and appreciation to the members of the Willmar Public Schools Board for their unwavering dedication to serving our students, staff, and the broader community. Their leadership and commitment to effective governance play a crucial role in the success of our district.

Please join us in saying thank you to our school board members during Minnesota School Board Recognition Month: Justin Bos, Board Chairperson; Mike Reynolds, Vice Chairperson; Tammy Barnes, Treasurer; Dr. Mary Amon, Clerk; and Directors Randy Frederickson, Jay Lawton, and Scott Thaden. Your service and dedication to our schools and community are deeply appreciated.

Kennedy Elementary School Earns Level 1 Certification in Marzano High Reliability Schools™

Kennedy Elementary School proudly announces its achievement of Level 1 certification in the Marzano High Reliability Schools™ (HRS) program. This prestigious certification signifies that Kennedy Elementary has established a "Safe, Supportive, and Collaborative Culture," a critical foundation for all subsequent levels of the HRS framework. Ensuring such a culture is essential for optimizing student achievement and the daily operations of the school.

The HRS program, developed by Marzano Resources, is designed to transform schools into proactive organizations dedicated to student success. The program employs a five-level hierarchy, backed by over 50 years of educational research, to help schools assess, monitor, and confirm their effectiveness. By achieving Level 1 certification, Kennedy Elementary has demonstrated its commitment to fostering an environment where all students can thrive and acquire the skills necessary for success in college, careers, and beyond.

Mrs. Shelly Boelter, Principal of Kennedy Elementary School, expressed her pride in this accomplishment, stating, "I am incredibly proud of our staff, students, families, and the entire Kennedy Elementary community for their dedication to creating a safe and collaborative learning environment. This certification is a testament to their hard work and commitment to student success."

Mrs. Boelter also acknowledged the instrumental work of retired elementary principal Kristin Dresler, who initiated and led the process. "We owe a great deal of gratitude to Kristin Dresler for laying the groundwork for this achievement. Her leadership was pivotal in guiding us to this point, and we are building on the strong foundation she established."

In addition, Mrs. Boelter extended a special thank you to the committee members who worked alongside her and Mrs. Dresler in this process: Rachel Dunlavy, Michelle Hardebeck, Angie Michelson, Michaele Stoeberl, Tiffany Tollers, and Paula Ulicsni. Their dedication and collaboration were essential in achieving this milestone.

Superintendent Dr. Bill Adams also praised the efforts of the Kennedy team, stating, "I am immensely proud of the work done by Principal Dresler, Principal Boelter, and the entire Kennedy Elementary team in prioritizing a safe, supportive, and collaborative culture. Their dedication to this foundational aspect of education is truly appreciated. Achieving Level 1 certification in the Marzano High Reliability Schools program is a testament to their unwavering commitment to student success and the diligent effort they put into the certification process. This accomplishment reflects the high standards we uphold across our district, and I am grateful for their leadership and hard work."

The HRS framework allows schools like Kennedy Elementary to make significant, lasting improvements in student achievement by integrating multiple initiatives into a cohesive system. Certification at each level is determined by Marzano Resources analysts, in collaboration with school data teams, ensuring that schools like Kennedy Elementary continue to meet high standards of excellence.