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!