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Every state’s reading law asks the same blunt question: can this child read? Central office teams inherit a harder question hiding underneath it. How do we raise scores fast without draining judgment out of every classroom? Superintendents ask me some version of this in nearly identical language, from very different states.
How do we ensure multilingual learners’ language development and content mastery when staffing (EL teachers/bilingual paras) is inconsistent across schools?
How do we improve special education timelines, service minutes, and inclusive placements while also reducing due-process conflict and staff overload? I hear this question in nearly the same words no matter which district office I am sitting in.
How do we recruit, train, and retain strong classified staff – the paraprofessionals, bus drivers, custodians, and nutrition service workers – as a core student-success strategy, not an afterthought squeezed in after the budget for teachers is settled?
What staffing model best fits current realities: reallocations, hybrid roles, itinerant teams, grow-your-own pipelines, or regional partnerships? I get asked some version of this question every time I sit down with a superintendent’s cabinet or a central office team that is trying to build a master schedule before the ink on last year’s budget has even dried.
How do we rebuild a reliable substitute teacher pipeline and stabilize day-to-day operations in hard-to-staff buildings? That question has landed on my desk in some form nearly every August, and it never comes from curiosity.
How do we address student mental health demand when community providers are scarce, and schools are being asked to fill the gap?
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