Looking Forward to the AASA National Conference on Education

Each year, the AASA National Conference on Education offers a powerful reminder that while our districts may differ in size, geography, and demographics, the challenges and opportunities we face as superintendents are remarkably similar. From February 12–14, I’ll be attending this year’s conference in Nashville and serving as an official AASA blogger, and I’m looking forward to the chance to learn, reflect, and grow alongside colleagues from across the country.

One of the most valuable aspects of this conference is the opportunity to connect with fellow superintendents who are doing the work every day. Regardless of the year or the circumstances we find ourselves in, there is always something to learn from exceptional leaders who are navigating complex systems with care, courage, and purpose. These conversations, both formal and informal, often spark new ideas and provide reassurance that none of us are doing this work alone.

I’m especially eager to engage in sessions focused on Artificial Intelligence (AI) and how district leaders are thoughtfully leading this work in their school communities. As AI continues to evolve, it presents both tremendous opportunities and important challenges for educators and students alike. Learning from others’ successes, missteps, and lessons learned will help inform how we continue this work in Willmar, ensuring AI is used responsibly, ethically, and in ways that enhance teaching and learning.

Another area of focus for me this year is how districts are responding to challenges related to immigration in their communities. It is critical that student learning and student safety remain at the center of every decision we make. Keeping politics out of our schools, regardless of ideology, allows us to stay focused on what we are called to do: provide high-quality teaching and learning opportunities for all students in a safe and nurturing environment. I’m looking forward to hearing how leaders across the country are navigating these waters and learning from their experiences. As part of this work, I plan to attend the Federal Relations Luncheon, which will focus on preserving immigrant children’s lawful access to education, an issue that remains both essential and timely.

In closing, the AASA National Conference on Education is always a time for connection, reflection, and growth. I consistently return home energized and better prepared to lead. I look forward to sharing insights from the conference and continuing to bring new learning back to the Willmar community as we move this important work forward, together.

Building a Culture of Dignity: One Interaction at a Time

At the Fall MASA Conference, we had the privilege of hearing from Tamy Pyfer and Karren Pyfer-Minalga on a topic that could not be more relevant to our lives and work: The Dignity Index and how it can improve school culture. Their message was both timely and timeless, reminding us of the power we each hold to build up or break down the relationships around us.

They began by exploring a force that is becoming increasingly common in society: contempt. Contempt manifests in various ways, including dismissing others as not worth our time, assuming negative motives, calling people names, attacking their character, or categorizing them into groups with broad, harmful generalizations. It erodes public discourse, but its impact doesn’t stop there. Contempt damages families, friendships, workplaces, and schools. And when contempt seeps into a relationship, something crucial happens: we lose sight of the other person’s positive qualities entirely.

But there is an alternative, a powerful one. If contempt tears us apart, dignity brings us back together.

The presenters defined dignity as “the mutual recognition of the desire to be seen, heard, listened to, and treated fairly; to be recognized, understood, and to feel safe in the world.” It is something every human being longs for. It transcends every demographic difference. It is, in many ways, a universal truth: we all want to be treated with dignity.

And just as contempt has identifiable behaviors, so does dignity. Treating someone with dignity looks like:

• Offering care and attention

• Ensuring all voices feel free to speak

• Listening to their experiences

• Giving them the benefit of the doubt

• Helping them feel they belong

• Acknowledging their strengths, gifts, and accomplishments

As one speaker said, “Dignity: I see myself in you.”

We were reminded that firefighters don’t fight fire with fire. Likewise, responding to contempt with more contempt only fuels the flames. Instead, dignity invites us to choose a better path, a path that defuses, disarms, and starts to rebuild trust.

One of the most meaningful takeaways from the session was the emphasis on the Dignity Index, which outlines eight levels of response, ranging from the most contemptuous to the most dignifying. Level 8 is the highest expression of dignity: seeing the humanity in others, even when we disagree, and choosing connection over division.

Reaching Level 8 is not about perfection. It’s about practice.

It’s about taking responsibility for our own behavior, our reactions, our tone, our assumptions, our words. And if each of us commits to raising our own level of dignity, then brick by brick, interaction by interaction, we can strengthen the culture of our classrooms, buildings, district, community, state, country, and world.

Imagine what becomes possible when the default expectation, at school, at home, and online, is dignity.

As we move forward, may we all reflect on where we are today and where we aspire to be. The path to Level 8 begins with a single choice: choosing dignity in the next interaction.

To learn more about the Dignity Index and explore helpful tools and resources, visit www.dignity.us.

One Word, One Why: Finding Our Focus for the Year

This past Thursday, our cabinet members participated in an activity called "One Word, One Why." It was simple in structure but powerful in impact, a way to kick off the year with intention, focus, and a deeper understanding of what drives us as leaders.

The process went like this: Each person selected a single word that captured their intention or focus as an instructional leader for the year ahead. We paired up, shared our word, and rotated every two minutes, meeting multiple partners in quick, energizing conversations. On an index card, we wrote our word and an explanation of why we chose it. Finally, volunteers shared their word and their why with the full group.

This activity wasn’t about setting lofty, complicated goals. It was about placing our professional purpose into one clear, guiding word, a point we can return to when the pace of the school year speeds up, when distractions creep in, or when challenges threaten to pull us off course.

When it came time to choose my word, growth came to mind immediately. If we aren’t all learning and growing from our professional experiences, from feedback we receive, and from coaching by supervisors, we’re missing opportunities to hone our skills, improve our practice, and positively impact student learning. Growth is about more than adding to our skillset; it’s about refining what we already do well, challenging ourselves to step outside our comfort zones, and seeking new ways to serve students better.

Now, I know from personal experience that growth can be hard. In fact, I’m still waiting for physical growth to catch up; I haven’t stretched beyond 5’4” in height, and I think it’s safe to say that ship has sailed. But all joking aside, growth in our professional lives can be just as uncomfortable as the growing pains we may remember from childhood.

In the workplace, growth often means taking risks, embracing change, and being willing to try something that might not work perfectly the first time. It can mean listening to feedback that challenges us, even if it’s hard to hear, or working through situations that test our patience, creativity, and resolve.

Athletes understand this concept well. In competitive sports, you don’t get better without pushing your limits, running that extra mile, lifting a little more weight, or working on a skill until your muscles ache from repetition. The same is true in education. The challenges we face along the way can be painful, but they make the progress we achieve all the more meaningful.

What struck me most during the One Word, One Why activity was the variety of words people chose. Words like purpose, community, relationships, collaboration, intentional, and focus filled the room. Each one was rooted in the individual’s personal leadership journey and the needs of their school or department.

Hearing the “why” behind each word gave us a glimpse into each other’s priorities and perspectives. It also reminded me that while we may have different areas of focus, our ultimate mission is the same: to create the best possible learning environment for our students.

The activity also provided something that’s often missing in the hustle of school leadership, a moment to connect. By rotating partners, we had the chance to engage in quick but meaningful conversations with colleagues we might not normally work with day-to-day. In just 120 seconds, you can learn something new about a coworker, find common ground, or spark an idea you wouldn’t have thought of on your own.

The real challenge, and the real reward, will be keeping these words alive throughout the school year. It’s one thing to declare a word in August; it’s another to live it out in February, when the energy from summer has faded and the reality of midyear work has set in.

For me, keeping “growth” front and center will mean seeking feedback regularly from colleagues, staff, and community members, and acting on it. It will mean investing in professional learning for myself and my team, even when time is tight. And it will mean encouraging others to take risks, try new strategies, and see mistakes as opportunities for improvement.

For you, it might mean something entirely different. But whatever your word is, I encourage you to keep it visible. Write it on a sticky note by your desk, put it in your planner, or make it your phone’s lock screen. Let it be a constant reminder of your focus for the year.

In education, we talk a lot about vision, mission, and strategic goals, and those are important. But sometimes, what we need is a single, powerful word to ground us. A word that cuts through the noise and reminds us why we do this work.

This year, my word is growth. Not because it’s easy, but because it’s necessary. Growth pushes us to be better than we were yesterday, and when we grow, our students grow with us. That’s the kind of ripple effect worth working for.

What’s your one word for this year? And more importantly, why?

The Work is The Work

At the Minnesota Department of Education and Minnesota Association of School Administrators Back-to-School Conference, I was struck by a powerful reflection shared during a panel discussion. One of my respected colleagues from another Minnesota district recalled a moment of frustration when day-to-day distractions seemed to get in the way of what we often consider "the real work." After reflection, his team came to a realization: the distractions are the work.

That statement stuck with me. In my 18 years as a school and district leader, I’ve often found myself juggling major initiatives, strategic planning, or crisis response, only to be interrupted by what feels like small, peripheral issues. But when we pause to see through someone else's eyes, those "distractions" are often the most important thing to them in that moment. And in serving others, that makes it important to us, too.

One story that comes to mind dates back to my time as a superintendent in a smaller district. A nearby homeowner repeatedly expressed concerns about our baseball team warming up too close to his property. Players and fans occasionally crossed onto his land to retrieve foul balls, and he wasn’t shy about voicing his frustrations. At the time, I’ll admit it felt like an interruption. But then I realized: if I wanted the issue resolved, I had the power to help make that happen. I brought it to our Activities Director and Buildings and Grounds Director, and together we decided to install a fence. Problem solved. When I followed up with the neighbor, he was appreciative and agreed to allow foot traffic for foul balls. That conversation never had to happen again.

Why? Because I paused. I listened. I took the time to remember that this issue was the work.

Another example: every summer, our district hosted a marching band during a major regional competition held at Minnesota State University, Mankato. For many, it was a highlight of the season, the sounds of music, community members gathering in the stands, and kids excitedly soaking in the atmosphere. But for one local resident, it was a noise nuisance. Each year, like clockwork, they would visit me at the school, stop me in the grocery store, or catch me at church to share their displeasure.

Finally, one summer, I invited them to my office during band practice. After we talked, I asked them to walk with me down to the stadium. We stood and watched about 50 community members, many of them children, cheering, clapping, and smiling as the band rehearsed. After a moment, the resident turned to me and said, "I guess I can suffer for one week if these kids are having that much fun."

While these are two success stories, I’ve certainly had outcomes that weren’t as successful. But each experience, successful or not, has taught me something new about leadership and helped me grow professionally.

Those moments, like many others, have become gentle reminders: it's easy to get lost in what we define as "priority work," but the true work is people. It's listening. It's responding. It's pausing. It's being present.

So, the next time a "small" concern lands on your desk, in your inbox, or in the middle of your big-picture planning, remember: This, too, is the work.

Update on Federal Funding for Willmar Public Schools

Update on Federal Funding for Willmar Public Schools

Willmar Public Schools is pleased to share that the U.S. Department of Education has announced the release of previously withheld federal funds for the 2025–2026 school year. This includes funding for Title II, Title III, and Title IV Part A programs, totaling $353,570.39 for our district. These funds had been delayed as part of a federal review process.

We are grateful to report that with the release of these funds, the district can move forward with several key initiatives that had been placed on hold. These include:

• Professional development and instructional coaching through Title II
• Support for English Learners (ELs), who represent over 25% of our student body, through Title III
• Mental health and academic enrichment programs, including Student Support Specialists and the Youth Frontiers Respect Retreat, through Title IV

This funding will allow us to proceed with intended programming to support student achievement, staff growth, and school climate.

Willmar Public Schools remains committed to using all available resources effectively and in alignment with our mission to inspire and prepare all learners for their future in a safe, supportive, and inclusive environment.

Willmar Public Schools Hosts Open House to Showcase New Gymnasium and Renovated Spaces

Willmar Public Schools Hosts Open House to Showcase New Gymnasium and Renovated Spaces

Willmar Public Schools is excited to invite the community to an open house event at the Middle School to celebrate the completion of a new gymnasium and the recent renovations to the school. Voters supported an operating levy and building bond referendum in November 2023, which funded these much-needed improvements, and the district is thrilled to showcase the results.

The open house will provide an opportunity for constituents to tour the newly completed gymnasium, remodeled offices, fitness center, and other spaces. The event is a way to thank the voters for their support and to give them a firsthand look at the impact their votes have had on the school community.

“We are deeply thankful for the support of our community,” said Dr. Bill Adams, Superintendent of Willmar Public Schools. “This open house is a chance to show our constituents the tangible outcomes of their vote and to celebrate the improvements that will benefit students and staff for years to come.”

Principal Mark Miley added, “The upgrades to our Middle School are not only exciting for our students and staff but are also a reflection of the community’s investment in our future. We look forward to welcoming our community to see how these improvements will make a difference in our daily activities and the learning environment.”

Event Details:

• Date: August 20, 2025
• Time: 6:00 pm to 7:30 pm
• Location: Willmar Middle School, 209 Willmar Ave SE, Willmar, MN 56201
• Cost: Free and open to the public

Federal Funding Status and Impact on Willmar Public Schools

Federal Funding Status and Impact on Willmar Public Schools

Willmar Public Schools has been informed by the Minnesota Department of Education (MDE) that federal funding through Title II, Title III, and Title IV Part A programs is currently being withheld by the U.S. Department of Education. While the district has not received direct notification from the federal government, the delay in funds is already and will continue impacting several planned programs for the 2025–2026 school year.

The total amount currently on hold is $353,570.39, which includes:

• $142,495.64 in Title II funds
• $123,634.14 in Title III funds
• $87,440.61 in Title IV Part A funds

How These Funds Are Typically Used
Title II funds support professional development for teachers and school leaders. In Willmar, these funds were designated to:

• Support instructional coaching to improve teaching practices across classrooms
• Provide training in the Focused Teacher Evaluation Model (FTEM)
• Continue multi-year work in standards-based grading and proficiency scales
• Support implementation of Competency-Based Education at the Area Learning Center, Prairie Lakes Education Center, and Lake Park
• Fund the Digital Learning Coach position to assist staff in integrating educational technology into instruction

Title III funds are used to support English Learners (ELs), who make up approximately 25.6% of the district’s student population. Planned uses included:

• Bilingual paraprofessional support during content area instruction
• EL-specific professional development for staff
• Family engagement activities to support communication and school involvement

Title IV Part A funds are used for student support and academic enrichment. Our district planned to use these funds for:

• Student Support Specialists, who provide direct assistance to students struggling with mental health, behavior, attendance, or family-related challenges.
• Youth Frontiers Respect Retreat, a powerful experience that helps students build empathy, strengthen peer relationships, and improve school climate.

Next Steps and Planning
Because the district's 2025–2026 budget was finalized prior to this funding delay, no immediate staffing reductions are being made. However, the district will place a hold on certain non-staff-related expenses until there is more clarity on the funding timeline. If funds remain unavailable, program adjustments may be considered during the planning process for the 2026–2027 school year.

In fiscal year 2024, 7.51% of the district’s total revenue came from federal sources, including Titles I-IV and Special Education. While the majority of school funding comes from state and local sources, these federal programs support targeted services that are important for student learning and success.

Willmar Public Schools will continue to monitor the situation and will provide updates as more information becomes available. In the meantime, the district remains focused on serving students and ensuring that core instructional services continue without disruption.