Middleton-Cross Plains Area School District, near Madison, Wisconsin, was facing the potential loss of a large number of substitute teachers about four years ago. The pool of substitutes was filled with retired teachers. Due to changes in retirement benefits, retired teachers would not be able to concurrently collect retirement benefits and work as substitute teachers in Middleton-Cross Plains.
Hopkins Public Schools, with 7,200 students in K12 near the Twin Cities in Minnesota, was having a problem with an increasing demand for substitute teachers during the 2013-14 school year and being unable to maintain a steady supply of candidates.
Human resources staff from the district had to recruit, hire, train and manage substitute teachers, according to Nik Lightfoot, assistant superintendent and director of administrative services.
Prior to summer 2015, the process of putting board meeting agendas in the hands of the board members of Mohawk Local Schools in Sycamore, Ohio, was entirely manual. Administrative Secretary Jackie Messersmith would type up agendas and file them in large binders, which also held agendas and minutes from previous meetings. The binders were then hand-delivered to each board member.
It’s no secret teachers are jumping ship in record numbers, and the dwindling numbers of incoming grads don’t even come close to patching the gap as the demand for teachers rises. The Learning Policy Institute reported in 2016 that enrollment in teaching programs is down 35 percent nationwide (and has been for years), and the annual shortfall could grow to 112,000 teachers by 2018 if current trends persist.
Decades of research shows that family engagement is the number one driver of student success. Engaged families result in lower truancy rates, higher test scores, and higher graduation rates.
Follett takes resource tracking to the next level with four new services
Vice President, Purchasing
There’s a new purchasing system in town, and it’s saving time, money and stress for folks at the Grinnell-Newburg Community School District in Iowa.
As the job of leading a district becomes ever more complex, and with many school systems facing large numbers of retirements, succession planning is becoming ever more important. Proactive succession planning for key leadership positions minimizes the costs, upheaval, instability and disruption of long-term district goals and initiatives due to leadership turnover.
Program Director – Destiny® Resource Manager™
Follett School Solutions
Central Valley School District near Spokane, Washington, hadn’t passed a bond in 17 years. In February 2015, the district overcame its history of failed referendums, a vocal No campaign and a 60 percent voter approval requirement to pass its $121.9 million bond with nearly 70 percent approval.
When Michael Lubelfeld came to Deerfield Public Schools District 109 (Ill.) last summer, the superintendent known as a super-communicator knew that engaging students was crucial to their education. So the new superintendent leveraged the district’s technology, including school administration software, to keep students in regular contact with teachers, administrators and each other.
When Superintendent Jacqueline M. Horejs arrived at Union School District in San Jose, Calif. in 2006, district enrollment was on a downward spiral.
In today’s environment, districts need to have the ability to access and address detailed talent management information in real time to drive decision-making on everything from hiring practices to professional development plans
High-quality before- and after-school programs have the potential to enhance student engagement and improve academic achievement, by extending the school day in a fun, safe and relaxed environment. However, there are important factors to consider in selecting programs for a district, as well as determining the quality and effectiveness of existing before- and after-school programs.
Fort Bend ISD is the seventh-largest district in Texas, serving over 71,000 students and employing over 9,000 staff members. Fort Bend is also one of the most diverse districts in the country, with a student population that is 29 percent African-American, 19 percent white, 26 percent Hispanic and 22 percent Asian, comprising a wide range of socioeconomic backgrounds.