The San Antonio Independent School District’s big investment in technology has created new opportunities for instruction, but has also brought hurdles the system is trying to overcome.
Indianapolis Schools Superintendent Aleesia Johnson talks about how the how the district’s recent, massive tech investments will shape its opportunities, and its needs.
Lisa Herring, superintendent of the Atlanta Public Schools, wants to work with vendors who are willing to dig deep beneath the surface in understanding her district’s needs.
Gustavo Balderas, named national superintendent of the year this year, looks for companies that can offer flexibility, and continuity amid change.
As it implements a combination of remote and in-person learning this fall, the 84,000-student Jefferson County, Colo., school district needs vendors who can pivot quickly.
Districts’ use of emergency federal funding depends in part on what their technology landscape was like, pre-pandemic, says Kimberly Glass, president of a national association of federal aid administrators.
Marlo Gaddis, the chief technology officer for North Carolina’s largest district, says systems like hers are looking for streamlined, simple technology during the coronavirus.
Curriculum has to be implemented with fidelity, and only strong professional development will accomplish that, says Nakia Hardy, the deputy superintendent of the Durham, N.C., schools.
There’s a “lack of industrywide commonality” in how whole-child and social-emotional learning are defined, says Matthew Mingle, a district superintendent and board member at ASCD.
A Phoenix-area district — one of the largest high school districts in the country — gives students real-world experience in making budget decisions.