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.

Practice Makes Progress: A Teacher’s Heart in a Superintendent’s Role

We are a district grounded in the belief that every child deserves to be known, seen, and supported, and that starts in the classroom. While I currently serve in the role of Superintendent, I carry with me the heart of a teacher. That identity shapes how we lead together and why spending time in classrooms, alongside our principals and staff, remains one of our highest priorities.

Classroom visits are more than a routine. They are a reminder of our collective purpose. Whether observing learning in action or reading to students in our elementary schools, these moments help keep us connected to the daily realities of teaching and learning. Students move in and out for services, educators juggle countless demands, and there is a constant hum of growth and discovery.

Reading with students continues to be one of the most meaningful parts of these visits. This year, we shared the book Touch the Sky by Stephanie Lucianovic and Chris Park. It tells the story of Vern, a student determined to swing high but unsure how to get there, and Gretchen, a classmate who offers encouragement, guidance, and the gift of believing in someone else’s potential. Their story sparked powerful conversations with our students about effort, perseverance, and the quiet work of becoming stronger over time.

One phrase we talked about during these visits was “Champions are made when no one else is looking.” It served as a reminder for all of us that progress comes from the consistent, unseen work of trying, failing, and trying again. The truth is, what we admire in others is so often built in those behind-the-scenes moments of grit and growth.

Touch the Sky also reinforces values we hold close as a school community.

• First, we focus on what we can control, not just the challenges we face.
• Second, we support one another, especially when someone is struggling.
• Third, we encourage perseverance and celebrate effort.
• And finally, we share what we have learned to help someone else rise.

This spirit of lifting one another up is central to our culture. When we support each other, we all grow stronger.

One especially memorable moment happened during a visit to Roosevelt Elementary. After reading and reflecting on the story with students, one young learner raised her hand and said, “My dad always tells me, practice makes progress.” Her words stopped us in our tracks. For many of us, the phrase “practice makes perfect” was the one we grew up with, but she offered something more real, more human, and more achievable. It was a simple yet profound reminder that our students often have as much to teach us as we have to teach them.

That is the power of staying close to the classroom. It keeps us grounded in what truly matters, our kids, their growth, and the shared work of helping every learner thrive.

We are administrators. We are teachers. We are learners. And together, we are shaping a future full of promise.

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!