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Kickstart Your Project Management Planning with AI

by Miguel Guhlin
written by Miguel Guhlin

Project management can feel like juggling chainsaws (or pirahnas or sharks, if you prefer). You know you’re going to get bit by some aspect of the job. This impending doom and working to keep it at bay is exactly what makes projects fun, too. Keeping track of goals, tasks, timelines, risks, and communication is complex. Dr. Jason Neiffer introduced me to a new way to collaborate with project management. Of course, I decided to give it my own spin.

Project Management Planning Template

Inspired by Dr. Neiffer’s idea that “The Document is the Prompt.,” I’ve put together a Project Management Planning Template you can use. It’s designed to work with tools like Google Gemini that can process large amounts of text and pull information straight from Google Drive.

The Gist

Instead of just asking an AI isolated questions, you create your project plan using the provided template. This document includes standard sections (Goals, Scope, Tasks, Risks, etc.). What makes it different is that it also includes:

  • AI Instructions: Clear directives at the start telling the AI (like Gemini) how to interact with the plan. It addresses the AI’s role, how to use the document as context, and how to confirm it’s ready.
  • Context Appendices: A place to paste or link meeting transcripts, research notes, drafts, and other relevant materials. This leverages the AI’s ability to process large context windows, giving it deep background.

As fun as the PM Planning template is to use, I found it a bit too much. So, I created a BoodleBox Bot you can use that takes a different approach. You don’t have to use the BoodleBox Bots I created, though. Simply copy the prompt at the end of this blog entry into your favorite chatbot. If you do want to give my solutions a try, keep reading.

Introducing Project Kickstarter

Have you ever stared at a new project, unsure where to begin? Get past that gut-punch of a question, “Where do I even start?,” with the Project Kickstarter. The Bot (Free or Pro version) offers a simple, conversational three-step process. You simply start the Bot and have a conversation where you answer three questions:

  • Project Description: What are you trying to accomplish? What’s the goal?
  • Stakeholders: Who needs to be involved in making this project successful?
  • Timeline: When does this need to be completed?

Once the Bot has your responses to those questions, it will proceed to create a “kickoff package.”

Access the Project Kickstarter Bots.

First, you will need to first create a BoodleBox account (free). I recommend you upgrade for free (two months only) to a BoodleBox Unlimited account. Use the code, “MGFREE123”.
Second, access your preferred Bot. I made two versions you can try. Free users (who didn’t sign up with the MGFREE123 code) should try the Project Kickstarter Bot. BoodleBox Unlimited users, use Project Kickstarter Pro. What’s the difference? The former relies on free, older AI model. The latter relies on a more powerful AI model.
Third, answer the questions required and then ask for the kickoff package.

The KickOff Package

The kickoff package is what you may need to get a project going. I’ve run several of my own work projects through it, and this is sure to be a winner. At the very worst, it’s going to help you think through what you need to do for a project. At best, it will facilitate thinking for everyone on your team. You get four components:

  • Professional Cover Letter: A ready-to-send memo that summarizes your project for all stakeholders
  • PIR Analysis: A Problem-Implication-Recommendation breakdown that clarifies what needs to be done and why
  • RACI Chart: A clear assignment of who’s Responsible, Accountable, Consulted, and Informed for each task
  • Project Timeline: A logical sequence of tasks with dependencies and deadlines that fit your timeframe

You can always modify the output, but at least, you’re not starting from a blank page. If you like, with a BoodleBox Unlimited account, you can even create your own Project Kickstarter, adding in traditional project management elements like key performance indicators (KPIs), executive summaries, and more.

Note: I’m recommending BoodleBox because of how it handles data privacy. No confidential data gets sent to the frontier AI models it relies on and it is built for schools. Check out the BoodleBox Trust Center for more information, and read my notes on it.

A Prompt of Your Own

Get started with a template you can use with any AI partner to plan future projects:

I need to plan a [type of project]. Please help me create a project plan by asking me for:
1. A description of what I'm trying to accomplish
2. Who the key stakeholders are
3. My desired timeline

Then create a complete project kickoff package with:
- A professional cover letter to stakeholders
- A Problem-Implication-Recommendation (PIR) analysis
- A RACI chart showing who is Responsible, Accountable, Consulted, and Informed
- A project timeline with dependencies

Next time the boss asks you, “Put a project outline together for [XYZ] project,” you will be ready.

Example: Insufficient Power

One of my favorite examples is a true story from a San Antonio area school district with ten thousand students. I use it when sharing the idea of wicked problems and the importance of executive summaries. You can read that blog entry via the TCEA TechNotes. You can see the actual chat here.

Simple Solution, Big Impact – Superintendent’s Briefing

Before I share the project generated, I also asked for a short brief paragraph for the Superintendent’s Cabinet:

The Ardent ISD High School computer labs (Rooms 321 and 221) require critical electrical infrastructure upgrades to enable full technological functionality. With an estimated investment of $1,000, the project will resolve existing power connectivity issues that currently prevent complete utilization of new computer equipment. Scheduled from August 2025 to June 2026, this initiative will ensure 100% lab readiness, support high-stakes assessments, and eliminate current safety and performance limitations. Maintenance Department will lead implementation, with Technology Department providing technical verification and Campus Administration overseeing budget and strategic alignment.

Now, to accompany that message, you could also say, “Our high school computer labs are stuck. Power poles are in, but outlets aren’t working. This means new computers sit unused. We’ll spend $1,000 to fix this and unlock two full computer labs. Project runs from August 2025 to June 2026. Goal: 100% lab usability. Simple solution, big impact.”

Results

Here’s what was generated by the free user version of Project Kickstarter Bot:

Project Kickoff Cover Letter

To: Campus Administration, Maintenance Department, Technology Department

Subject: Computer Lab Electrical Infrastructure Improvement Project

This letter serves to outline our comprehensive plan to resolve the electrical connectivity issues in Rooms 321 and 221 at Ardent ISD High School. Our project aims to fully enable computer lab functionality by installing proper electrical outlets, ensuring 100% lab utilization and supporting critical educational technology needs.

Problem-Implication-Recommendation (PIR) Analysis

ProblemImplicationRecommendation
Incomplete electrical infrastructure in computer labsPrevents full utilization of new equipment, impacts high-stakes assessments, potential safety risksInstall proper electrical outlets in Rooms 321 and 221

RACI Chart for Roles & Responsibilities

TaskCampus AdministrationMaintenance DepartmentTechnology Department
Electrical Outlet InstallationInformed (I)Accountable (A), Responsible (R)Consulted (C)
Network Drop VerificationInformed (I)Consulted (C)Accountable (A), Responsible (R)
Budget ApprovalAccountable (A)Informed (I)Consulted (C)

Project Timeline

TaskOwner (Accountable)Start DateEnd DateDependencies
Initial Infrastructure AssessmentMaintenance DepartmentAugust 2025September 2025None
Detailed Electrical Plan DevelopmentMaintenance DepartmentSeptember 2025October 2025Initial Assessment
Budget FinalizationCampus AdministrationOctober 2025November 2025Detailed Plan
Electrical Outlet InstallationMaintenance DepartmentNovember 2025January 2026Budget Approval
Network Drop VerificationTechnology DepartmentJanuary 2026February 2026Electrical Installation
Final Lab Functionality TestingTechnology DepartmentFebruary 2026March 2026Network Drop Verification
Project Closure and DocumentationCampus AdministrationMarch 2026June 2026Final Testing

The estimated cost for this project is approximately $1,000, with the goal of achieving 100% lab utilization and resolving current electrical infrastructure challenges.

Now, if you’re wondering, what would the Project Kickstarter Pro version do, well, you will have to give it a go yourself.

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Four professionally dressed colleagues—two women and two men—sit around a conference table with notebooks and a laptop, engaged in a collaborative business meeting in a warm, well-lit office setting.
CTO/CIOLeadershipProfessional LearningSocial-Emotional Learning

Eight Emotional Intelligence Skills for District Administrators

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

District-level administrators face uniquely complex challenges that extend far beyond management of resources and policy implementation. Superintendents, curriculum directors, and other central office leaders must navigate relationships with school boards, building principals, teacher unions, parent groups, and community stakeholders—each with their own priorities and perspectives. Success in these roles requires not just academic knowledge or administrative skills, but also a highly developed sense of emotional intelligence. As research continues to demonstrate, emotionally intelligent leadership at the district level significantly improves organizational culture, administrator and teacher retention, policy implementation success, and ultimately, student outcomes across entire school systems.

What are Emotional Intelligence Skills?

Emotional intelligence, often abbreviated as EI or EQ (emotional quotient), refers to the ability to recognize, understand, manage, and effectively express one’s own emotions, as well as recognize, understand and influence the emotions of others. In the context of district administration, emotional intelligence skills go beyond simply “being nice” or “having people skills”—they’re a sophisticated set of capabilities that allows leaders to navigate complex interpersonal dynamics, make better decisions under pressure, and create conditions where diverse stakeholders can collaborate effectively.

The concept was popularized by psychologist Daniel Goleman, who argued that EQ can be more important than IQ in determining leadership success (Harvard Business School, 2019). For district administrators, whose work involves managing relationships across multiple stakeholder groups and organizational levels, emotional intelligence provides a framework for understanding how emotions influence everything from board meeting dynamics to implementation of district-wide initiatives.

If you’ve worked with someone who had a high IQ but a low EQ then you know that it can be hard to flourish and feel successful under their leadership. Though they may possess extensive knowledge and technical expertise, they often struggle to communicate in a way that builds support, improves the work environment, and promotes community. In district administration, this disconnect can be particularly damaging, as educational leaders must not only develop sound policies but also inspire the trust and engagement necessary for effective implementation across multiple schools and departments.

The Evidence for Emotional Intelligence Skills in District Administration

Research consistently demonstrates that emotional intelligence skills are crucial for effective district leadership, with significant impacts on organizational stability and personnel management. Studies have established that organizations with emotionally intelligent leaders experience substantially higher employee retention rates—as much as four times higher according to recent research (Engagedly, 2024). For district administrators managing large teams across multiple schools, this emotional competence directly influences operational continuity and reduces costly turnover. The Integrated Benefits Institute emphasizes that successful retention strategies require “both tangible strategies and emotional intelligence in attraction and retention efforts” (HR Dive, 2023), highlighting the dual approach needed in complex educational systems.

The practical implications for district leadership are substantial, as emotionally intelligent administration creates cascading benefits throughout the system. Research demonstrates that supervisors’ emotional intelligence creates more positive work environments, reduces job burnout, and mitigates work-family conflict—all factors that directly affect retention of key district personnel (PMC, 2023). This becomes particularly important in complex district environments where administrators must navigate relationships with diverse stakeholder groups including school boards, union representatives, and community partners. The ability to understand and manage emotions across these varied relationships helps district leaders maintain productive working environments even during challenging periods of change or resource constraints, translating into substantial cost savings through reduced turnover and increased productivity across the district’s operations.

Understanding the Eight Dimensions of Emotional Intelligence for District Leaders

The field of emotional intelligence encompasses numerous competencies and skills, with different researchers and practitioners identifying various frameworks and models. While researchers like Daniel Goleman initially identified five core components of emotional intelligence (self-awareness, self-regulation, motivation, empathy, and social skills), this article explores eight particularly relevant dimensions for district administrators. These eight dimensions—self-awareness, self-regulation, emotional accountability, empathy, perspective-taking, social awareness, relationship management, and emotional facilitation—represent critical emotional competencies that directly impact district leadership effectiveness. Though not exhaustive, these dimensions provide a practical framework for district leaders seeking to enhance their emotional intelligence in ways that directly influence organizational culture, staff retention, and administrative effectiveness across multiple schools and departments.

1. Self-Awareness: Recognizing Your Own Emotional Landscape

Self-awareness forms the cornerstone of emotional intelligence for district leaders. It involves recognizing your emotions and understanding how they affect your decision-making in high-stakes environments like board meetings, budget discussions, and district-wide initiative planning. District administrators who practice self-awareness regularly assess their emotional responses to complex system challenges, seek feedback from diverse stakeholder groups, and maintain an accurate understanding of their strengths and growth areas in managing district-level responsibilities.

Example: A Chief Technology Officer demonstrated exceptional self-awareness when implementing a district-wide device initiative that faced resistance. “When principals pushed back on our timeline for the new student information system rollout, I recognized my initial frustration was rooted in feeling my team’s work wasn’t valued. This awareness allowed me to pause, consider their operational constraints, and develop a phased implementation that addressed both technical and instructional needs.”

2. Self-Regulation: Managing Your Emotional Responses

The ability to control impulsive feelings and behaviors, especially during challenging district-wide situations like contentious budget meetings or difficult staffing decisions, distinguishes highly effective district administrators. For district leaders, self-regulation doesn’t mean suppressing emotions but rather choosing how and when to express them constructively, particularly when their actions set the tone for the entire system and impact hundreds of employees across multiple schools.

Example: During a contentious technology budget cut discussion, the Director of Information Technology demonstrated remarkable self-regulation. Rather than reacting defensively when board members questioned the necessity of certain infrastructure investments, she acknowledged the fiscal concerns calmly, provided data-driven justifications, and offered scaled implementation options. Her measured response shifted the conversation from confrontational to collaborative, ultimately securing essential funding for critical security upgrades while deferring less urgent projects.

3. Emotional Accountability: Taking Responsibility for Impact

District administrators make system-wide decisions that affect thousands of students, staff, and community members, and not all of these decisions will be perfect. Emotional accountability means acknowledging when district-level mistakes occur and taking responsibility for their broad emotional impact across multiple schools and departments. When district leaders demonstrate accountability, it creates a culture where taking responsibility becomes a system-wide value.

Example: After a problematic implementation of a new learning management system, the Director of Instructional Technology demonstrated emotional accountability by calling a meeting with all principals. “I take full responsibility for the issues with the platform rollout. We should have conducted more thorough testing with teachers and provided more advance training for building tech coordinators. I’ve already developed a remediation plan and welcome your input on how we can minimize disruption to instruction while fixing these issues.”

4. Empathy: Understanding Others’ Emotional Experience

Empathy allows district administrators to connect with principals, department heads, teacher representatives, board members, and community stakeholders by understanding their diverse perspectives and feelings about district-wide initiatives. Empathetic district leaders create psychologically safe environments across the entire organization where stakeholders at all levels feel heard and valued, which is essential for successful district-wide change management.

Example: When implementing a new curriculum framework, the Chief Academic Officer displayed deep empathy during principal meetings. After hearing concerns about implementation timelines, she responded: “I understand your anxiety about adding another initiative while your teachers are already feeling overwhelmed with their teaching loads, large class sizes, and existing assessment requirements. Let’s discuss which specific components are creating the most stress for your building leaders and develop differentiated support plans that honor the unique context of each school.”

5. Perspective-Taking: Seeing Through Others’ Eyes

While closely related to empathy, perspective-taking for district leaders specifically involves the cognitive ability to consider system-wide decisions from the viewpoints of all stakeholder groups, from board members to classroom teachers. Effective district leaders recognize that decisions made at the central office impact different schools and departments in unique ways, requiring careful consideration of multiple perspectives before finalizing district-wide initiatives.

Example: Before implementing a new district-wide data dashboard, the Assistant Superintendent for Assessment demonstrated strong perspective-taking by convening a diverse working group. “I need to understand how this reporting system will be used by different stakeholders. What metrics are most valuable to principals versus instructional coaches? How will teachers perceive these metrics differently than our board members? This understanding will ensure we design something that delivers actionable insights for everyone rather than just another compliance tool.”

6. Social Awareness: Recognizing Emotional Cues

Social awareness for district administrators involves reading the emotional climate across an entire organizational system, recognizing unspoken feelings among stakeholder groups, and responding appropriately to address system-wide concerns. District leaders with strong social awareness can detect subtle shifts in organizational climate across multiple schools, departments, and community groups, allowing them to make timely adjustments to implementation timelines, resource allocation, or communication strategies.

Example: During a cabinet meeting about the superintendent’s new five-year strategic vision, the Deputy Superintendent demonstrated social awareness by noticing non-verbal cues from department leaders. “I’m sensing some hesitation about the ambitious technology integration timeline we’re discussing. Before we move forward, I’d like to hear concerns—especially from our Directors of Finance and Human Resources who haven’t spoken much today. Your perspective is crucial since your departments will need to align budgeting and staffing processes to support this vision, and I want to ensure we’re creating realistic implementation pathways.”

7. Relationship Management: Building Strong Connections

District administrators must navigate extraordinarily complex relationship networks that include school boards, union representatives, principal teams, parent organizations, community partners, and governmental agencies. Effective relationship management at the district level involves addressing emotions constructively across these diverse stakeholder groups while maintaining progress toward district goals.

Example: The Chief Financial Officer demonstrated exceptional relationship management when navigating a complex budget shortfall. Rather than simply announcing cuts, she met individually with each department head to understand their priorities before making recommendations. When tension arose between the technology and curriculum departments over competing resource needs, she created a collaborative decision-making process: “Let’s establish shared criteria for evaluating these requests based on our strategic plan, then work together to identify potential areas of integration that might allow us to meet both departments’ critical needs.”

8. Emotional Facilitation: Guiding Group Emotional Processes

District administrators frequently work with large, diverse groups experiencing complex emotions during system-wide change initiatives, budget reallocations, or organizational restructuring. Emotional facilitation at the district level involves strategically guiding these dynamics to maintain productivity across the entire system, particularly during periods of significant transition or stress.

Example: When merging two departments under budget constraints, the Director of Innovation demonstrated skillful emotional facilitation. Before diving into reorganization details, she created space for staff to express their concerns and uncertainties. “I recognize this restructuring brings up feelings of anxiety about job security and discomfort about changing longtime working relationships. Let’s acknowledge these emotions openly so we can then focus on designing a departmental structure that preserves our most essential functions while creating new opportunities for collaboration across our traditional boundaries.”

The Takeaway

Developing these eight dimensions of emotional intelligence isn’t just about becoming a more likable district administrator—it’s about creating system-wide conditions where every school, department, and stakeholder group can thrive. By intentionally practicing these skills, district leaders can transform organizational cultures, improve administrator and teacher satisfaction and retention, enhance policy implementation, and ultimately create better educational outcomes for students across entire school systems.

Small improvements in emotional intelligence can yield big, system-wide results that ripple from the central office to every classroom

As you reflect on your own emotional intelligence journey as a district leader, consider which of these dimensions represents your greatest strength in system-level leadership and which offers the most significant opportunity for growth. Small improvements in emotional intelligence can yield substantial results that cascade throughout your district, affecting thousands of educators and students. In fact, research suggests that district administrators with high emotional intelligence create ripple effects of positive culture that extend from the central office to the classroom, making emotional intelligence perhaps the most important leadership competency for those charged with leading complex educational systems.

For district administrators seeking to enhance their emotional intelligence, consider participating in formal assessment processes, working with executive coaches skilled in emotional intelligence development, creating peer feedback systems with fellow district leaders, and establishing regular reflection practices to monitor your emotional responses to the unique challenges of district-level leadership.

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AI/VRArtificial IntelligenceCTO/CIOCybersecurityDigital CitizenshipDigital LiteracyTechnical Support

Responsible AI Adoption

by Miguel Guhlin
written by Miguel Guhlin

While attending a start-of-the-year school district event, it became apparent to me that many districts are at different places in a journey towards adopting AI in schools. The fundamental question for them is, “How can we as educators responsibly harness the power of AI while safeguarding student interests?” As artificial intelligence (AI) reshapes how schools work — and leaders lead — schools face the challenge of effective, ethical integration of AI in academic settings.

That’s why we’re providing two powerful documents that you can use to integrate AI responsibly into your district.

The first document gives you a roadmap towards full AI adoption in your school organization. The second provides you with TCEA’s Essential Learning Expectations for AI. Together, these documents provide a framework for AI adoption in your teaching, learning, and leading spaces. They seek to provide practical guidance for educators trying to make sense of it all.

Key Points

It’s important to keep several key points in mind, especially since AI adoption in schools will take time. There are no shortcuts, but you can track your school or District’s progress using the Five Phases of District AI Adoption. Those phases include:

  1. AI Secured. At this phase, AI usage is prohibited or discouraged.
  2. AI Exploration. In this phase, guardrails are available that allow exploration of free versions of digital tools.
  3. AI Pilot Programs. Managed AI tools are introduced for specific purposes.
  4. AI Unification. A clear district-wide approach to centralized AI use is in place and it is integrated into key areas.
  5. AI Everywhere. AI is fully integrated into school district policies, procedures, curriculum, and guidance is available to all.

These descriptions briefly touch on the points raises in the infographic above. Let’s take a closer look at each of the categories that define each phase.

Categories

There are also categories that define each phase, including:

  • District Policy. Policy moves from outright securing of AI tools to full integration and acceptance.
  • Account Management. This area determines central account management, moving from no accounts allowed to integration into single-sign-on (SSO).
  • District Guidance. The District has put together documents providing specific guidance on the use and evaluation of AI tools for a variety of purposes.
  • Curriculum Integration. AI usage in the classroom ranges from non-usage to teacher and student use.
  • Community Outreach. Shifts from focusing on fear to inviting the community to better understand what part AI plays in K-12 education.

What other areas are key to responsible AI adoption? Let’s take a look.

Data Privacy and Security

Protecting student information is paramount when using AI tools in education. Account management for students and staff, data is critical. Districts must ensure AI solutions are part of SSO. This makes it easier for staff and students to access it in approved ways. Do this to safeguard sensitive information. Another point to remember? Communicate clear suggestion on how to protect data.

Here’s a sample classroom scenario to illustrate this:

Mr. Rodriguez, a middle school math teacher, uses an AI-powered math practice app. Before implementation, he ensures all student data is anonymized and securely stored, explaining to parents how the tool enhances learning without compromising privacy.

AI as a Supplemental Tool

Responsible AI adoption seeks to enhance, not replace, curriculum and instruction. When exploring how to use AI in the classroom, knowing what guidance to give teachers and staff is critical. AI should be approached as a tool that complements our efforts at teaching and learning, not supplants it.

What this might look like in the classroom:

Dr. Lee, a biology professor, incorporates an AI-driven virtual lab simulation into her course. She emphasizes to students that this tool complements hands-on lab work, providing additional practice opportunities rather than substituting real experiments.

Critical Thinking and Media Literacy

AI isn’t a panacea or perfect tool. While many know that they need to be critical, they may be unsure of how to best critique and assess AI generated content. To ensure staff and students don’t simply use and consume AI content uncritcally, all must learn to critically evaluate AI-generated content.

You can find several critical thinking approaches in the TCEA blog, as well as direct mention of The SIFT Approach.

View | Get a Copy in Canva | Get PPTx or PDF

Consider this scenario with an elementary school librarian:

Ms. Patel, an elementary school librarian, designs a lesson on distinguishing between human-written and AI-generated stories. She guides students through analyzing text characteristics and discussing the importance of human creativity.

TCEA Essential Learning Expectations

TCEA offers Essential Learning Expectations for students, teachers, school leaders, and instructional coaches.

The Essential Learning Expectations for AI in Education are designed to guide all stakeholders in the educational system – teachers, students, instructional coaches, and administrators – in the ethical and effective use of AI technologies. These expectations build upon existing educational research and best practices, while addressing the unique challenges and opportunities presented by AI in learning environments.

The TCEA Essential Learning Expectations (ELEs) for Artificial Intelligence (AI) in Education (View | Get a copy)
TCEA Essential Learning Expectations (ELEs) for AI in Education – Generated by Author

The TCEA ELEs for AI in Education include:

  • AI Literacy
  • Ethical AI Use
  • AI-Enhanced Learning
  • AI and Critical Thinking
  • AI Collaboration and Innovation

You can explore these expectations in more details with examples in this document.

Responsible AI Adoption

By adopting a phased approach and sticking to essential guardrails, you can begin the work of using AI in teaching, learning, and leading situations. You will be able to seize the benefits of AI, while protecting students and staff. What’s more, you can use AI to have a positive impact on the work you are about in K-12 education.

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cybersecurity
CTO/CIOCybersecurityLeadership

New Cybersecurity Resources for School Administrators

by Lori Gracey
written by Lori Gracey

The National Initiative for Cybersecurity Careers and Studies (NICCS) has released some new, free resources for school district leaders who are charged with overseeing cybersecurity. In a recent study, cybersecurity remains the biggest concern among district ed tech leaders, with nearly all 981 survey respondents reporting that they are working to improve protections. The new resources from NICCS can help.

Cybersecurity Resources Available

The first step in securing your district’s data is to assess your current security level. The website offers an online assessment that that will recommend the improvements you need to make to improve safety and security within your school community. You can access the free tool here.

Once you’ve identified any security issues, you can begin to address them using the many resources that NICCS has collected. These include:

Of course, these steps are best supported by offering ongoing training for staff. The NICCS website lists a number of free and low-cost cybersecurity training options. (You should also consider having your staff complete the TCEA online course Network Security to help protect both their own and district data.) The site also provides information on how best to report incidents within your district if the worst does happen. Finally, NICCS offers a number lesson plans for K-12 educators who want to include cybersecurity in their teaching.

The website is one you should bookmark and use frequently as you lead your district in being safe from cybersecurity attacks.

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Illustration depicting a leader and their team engaged in activities symbolizing leadership impact, team morale, and continuous improvement, with gears, lightbulbs, stars, and speech bubbles, without any text
CommunicationCTO/CIOLeadership

Reflecting on Leadership and Shaping Organizational Success

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

As summer arrives, it’s an ideal time for campus and district administrators to reflect on the past year and discuss ways to enhance the upcoming school year. One valuable exercise during this period is to examine your leadership shadow – the influence and impact you have on your team and organization. Understanding the shadow you cast can reveal insights into how your behaviors and decisions shape your team’s morale and productivity. By taking the time to reflect and make intentional adjustments, you can foster a more positive and effective leadership presence, setting the stage for a successful year ahead.

Understanding Your Leadership Shadow

Illustration of a leader standing with a shadow composed of positive symbols like lightbulbs, gears, and hearts, with the heading Understanding Your Leadership Shadow.

The concept of a leadership shadow refers to the influence and impact that leaders have on their teams and organizations, often extending beyond their immediate actions. This shadow encompasses the attitudes, behaviors, and decisions of a leader, which collectively shape the culture and environment within their sphere of influence. For district administrators and technology directors, understanding this shadow is crucial because it highlights the pervasive effect a leader has on their team’s morale, productivity, and overall climate.

Leaders’ actions, behaviors, and attitudes are constantly observed by their team members and can leave a lasting impression. For example, the way a technology director handles stress during a district-wide system upgrade or communicates during challenging times like budget cuts sets a standard and expectation for the team. Positive behaviors can inspire and motivate, while negative ones can lead to disengagement and resentment. The lasting impression left by these actions often determines the team’s cohesiveness and overall effectiveness, impacting everything from project completion rates to staff turnover.

Self-awareness is a critical component in recognizing and understanding the shadow a leader casts. By regularly reflecting on their actions and seeking feedback from colleagues and team members, leaders can gain valuable insights into how they are perceived. For instance, a district administrator might conduct anonymous surveys to gather honest feedback on their leadership style. This awareness allows leaders to make intentional adjustments to their behavior, ensuring their impact is aligned with their values and the goals of the organization. Embracing self-awareness fosters a more thoughtful and impactful leadership style that can positively influence the entire organization, from administrative offices to classroom environments.

Impact on Team Morale and Culture

Illustration of a diverse team of professionals interacting positively with icons and symbols representing teamwork, morale, and culture

A leader’s demeanor plays a pivotal role in shaping team morale and workplace culture. When leaders exhibit positivity, approachability, and empathy, they create an environment where team members feel valued and motivated. Conversely, a leader who is consistently negative, unapproachable, or unsupportive can foster a culture of fear, disengagement, and low morale. For example, a tech director who actively listens to teachers’ concerns about new software implementations can build a supportive and collaborative environment, while one who dismisses these concerns can create resistance and frustration.

Positive leadership shadows are characterized by behaviors such as recognizing and celebrating team achievements, providing constructive feedback, and demonstrating a commitment to professional growth. For instance, a tech director who regularly acknowledges the hard work of their team and encourages innovation can inspire creativity and a strong sense of purpose. Conversely, negative leadership shadows might include micromanaging, displaying favoritism, or neglecting to address conflicts. These actions can lead to decreased motivation, increased turnover, and a toxic work environment, undermining the district’s goals and objectives.

The behavior of a leader has a ripple effect that extends throughout the team and organization. When leaders set a positive example, it encourages similar behaviors among team members, promoting a culture of collaboration, respect, and high performance. This positive dynamic can enhance overall productivity and foster a supportive work environment. Conversely, negative behaviors from leaders can cause discord, reduce morale, and hinder productivity, creating a challenging and less cohesive team atmosphere. Understanding this ripple effect underscores the critical importance of mindful and intentional leadership, particularly in education settings where collaborative efforts are essential for success.

Guiding by Example

Illustration of a leader guiding their team by example, with team members following and collaborating, featuring symbols of guidance and inspiration

Leading by example is a fundamental aspect of effective leadership. When leaders embody the values, work ethic, and behaviors they expect from their team, they build credibility and respect. For instance, a district administrator who consistently demonstrates a commitment to student achievement and staff development sets a powerful example for their team to follow. This approach creates a powerful model for team members to follow, demonstrating that the leader is not above the standards they set. By consistently aligning actions with words, leaders can foster a culture of accountability, integrity, and excellence, inspiring their team to strive for the same standards.

To effectively model desired behaviors and values, leaders can adopt several strategies. First, they should communicate their expectations clearly and consistently, ensuring everyone understands the standards and goals. For example, a tech director can set clear guidelines for cybersecurity practices and consistently follow them themselves. Second, leaders should actively demonstrate these behaviors in their daily interactions and decision-making processes, showing transparency and fairness. Third, recognizing and rewarding team members who exemplify these values reinforces their importance. Additionally, leaders should be open to feedback and willing to adapt, showing that continuous improvement is a shared value.

Consistency and integrity are crucial in building trust and respect within a team. When leaders are consistent in their actions and decisions, they create a stable and predictable environment, reducing uncertainty and fostering trust. Integrity involves being honest, ethical, and accountable, even when faced with difficult choices. Leaders who consistently uphold their values and commitments demonstrate reliability and earn the respect of their team. This trust and respect form the foundation of a strong, cohesive team that is more likely to collaborate effectively and achieve its goals, whether it’s implementing new educational technologies or improving student outcomes.

Continuous Improvement and Reflection

Illustration depicting continuous improvement and reflection, with a leader and team members engaged in brainstorming, reviewing progress, and setting goals, without any text.

Seeking feedback and reflecting on their impact are essential practices for leaders committed to continuous improvement. By actively soliciting input from team members, peers, and mentors, leaders can gain valuable perspectives on their strengths and areas for growth. Reflecting on this feedback helps leaders understand the real effects of their actions and decisions. For instance, a district administrator might use performance reviews and feedback sessions to gather insights and make necessary adjustments. Regular self-assessment and reflection sessions can illuminate blind spots and foster a culture of openness and improvement within the team, encouraging everyone to grow together.

Continuous personal and professional development is crucial for effective leadership. Leaders should prioritize ongoing education, such as attending workshops, seminars, and pursuing advanced certifications relevant to their field. For example, a tech director might attend conferences on the latest educational technologies to stay ahead of trends. Reading widely and staying current with industry trends and best practices can also enhance their knowledge and skills. Additionally, engaging in mentoring and coaching relationships provides opportunities for both learning and teaching. Setting specific, measurable development goals and tracking progress can help leaders stay focused and motivated in their growth journey.

Adjusting and improving the leadership shadow requires deliberate and practical steps. Mentoring and coaching are powerful tools that provide personalized guidance and support. Leaders can benefit from both being mentors and seeking mentors themselves. Learning from other leaders, whether through networking, observing, or studying their approaches, offers valuable insights and inspiration. For example, a district administrator might shadow a peer in another district to gain new perspectives. Regularly reviewing and reflecting on one’s leadership style, coupled with a willingness to make necessary adjustments, ensures that the shadow cast is positive and impactful. Implementing these practices can lead to sustained personal growth and a more effective, respected leadership presence.

Invitation to Reflect on Our Leadership Shadows

Illustration showing a group of leaders sitting in a circle, engaged in reflective discussion with symbols of reflection, ideas, and conversation, without any text

I invite you to work with your team to examine both your personal and departmental shadows. This reflective activity can be a valuable part of your next staff meeting, fostering self-awareness and promoting a positive organizational culture.

Activity Description:

Begin by explaining the concept of a leadership shadow and its significance. Emphasize that everyone, regardless of their role, casts a shadow that influences the team’s culture and effectiveness. Distribute sticky notes or index cards and pens to all participants. Ask each person to spend a few minutes reflecting on their own behaviors and actions, noting down one positive behavior they believe positively impacts the team and one behavior they believe might negatively impact the team. Assure them that this exercise is anonymous to encourage honest reflections.

Collect the sticky notes and randomly select a few to read aloud, or have participants stick their notes on a designated wall or board. As you review the notes, group similar behaviors together to identify common themes. Encourage open, respectful discussion about the examples shared, focusing on understanding rather than judgment.

Divide the participants into small groups and assign each group one of the common themes identified. Ask each group to discuss the potential impact of the behaviors on the team and organization, strategies for reinforcing positive behaviors, and approaches for addressing negative behaviors.

Reconvene the entire group and have each small group share their discussion points and suggestions. Create a collective action plan on a flip chart or whiteboard, including specific steps to promote positive behaviors, strategies to address negative behaviors, and personal commitments from each participant on what they will work on improving.

Summarize the key takeaways from the activity and emphasize the importance of ongoing self-awareness and reflection. Encourage participants to support each other in maintaining positive leadership shadows and to continue the conversation beyond the meeting.

By engaging in this reflective exercise, you can help your team understand and positively influence the shadows they cast, fostering a culture of openness and continuous improvement.

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AssessmentCTO/CIO

ClassLink Analytics: Unified & Upgraded

by Mary Batiwalla
written by Mary Batiwalla

Have you ever wondered who’s accessing digital resources in your schools? What they’re accessing? How much learning time is spent using each instructional resource? If you’re getting a return on your digital resource investments? If you have, ClassLink Analytics is for you! 

ClassLink Analytics has all the answers to your digital resource usage questions! It now features a fresh look, more report options, and added functionality. Click on the “New Analytics” button in the left navigation to check it out.

ClassLink New Analytics

Measure Time Spent Learning

Go beyond tracking clicks and experience usage analytics like never before. Now, prioritized reporting offers data on how much time students spend using each resource daily or over any time period you choose at the district, school, and student levels. Want to know which resources students use the most? Check out our Digital Resources report under the Usage Table.

ClassLink Measure Time

ClassLink Total Digital Resource time

With Analytics+, time calculations include time spent in digital resources accessed within My Apps and when students or staff go directly to a website on a school-owned device.

Group Applications Together to Analyze Product Usage

Do you have multiple applications in ClassLink Launchpad that represent the same product? You may have an application that requires you to set up one instance per school or multiple resources from the same vendor. 

Now, in Analytics, you can gather all product or vendor data together using our Application Groupings data type. This allows for a comprehensive analysis of time spent across a product and the ability to do a comprehensive cost analysis. To create a group, select the applications you wish to analyze collectively and hit the “Quick Merge” button. You will see your group under the Apps+ Type. 

ClassLink Digital Resources by Usage

With Analytics+, you collect data on all websites your students and staff access on school devices. This domain data is a powerful addition to your application groupings, allowing you to feel confident that all usage data is captured in your analyses.

Compare Across Buildings with New School Comparison Reports 

Using the new school comparison reports, you can easily compare key metrics across your schools. In our new module, you decide which metric to analyze—logins, time, digital resources, or users. Next, select which schools to compare.

ClassLink Top Digital Resources

With Analytics+, you can compare the usage of all digital resources, including websites accessed outside of ClassLink. You also gain grade-level comparison reports.

The new look and feel of ClassLink Analytics makes it easier than ever to gain insight into using digital resources in your schools. With reports focused on time spent on digital learning, enhanced school comparison reports, and the ability to group applications together, Analytics increases your ability to make informed decisions about your digital ecosystem. 

Still looking for answers to questions like student usage of generative AI and usage data for resources accessed directly from your LMS? Need more insight into the resources used in classrooms to ensure all the proper security policies are in place? With Analytics+, you get all the new and improved reports plus answers to the questions above! 

Learn to tell your data story at CLAS 2024—ClassLink’s FREE annual Learning Analytics Summit! Register today!

Want to share your data best practices? Submit your CLAS 2024 session proposal here. 

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Project Tomorrow Speak Up Survey Details at a Glance
CTO/CIO

How the Speak Up Leader Survey Addresses Digital Equity in Your District

by Dr. Julie A. Evans
written by Dr. Julie A. Evans

With advancements in GenAI and new promises of transformation, effectively integrating educational technology in classrooms and ensuring equitable learning experiences for all students are more crucial than ever. The National Education Technology Plan outlines ambitious goals for digital equity. Achieving them requires actionable insights and informed strategies. Enter the Speak Up Leader Survey, a powerful tool that connects the dots by providing a digital equity readiness report to inform their next steps in closing the three digital divides.

Addressing Digital Inequity in Schools

The SpeakUp Leader Survey helps address the digital divide.

If you are a regular consumer of TechNotes, you will recall last month’s post “The 2024 National Educational Technology Plan (NETP): Closing The Digital Divide.” TCEA’s Government Relations Director Matt Russell outlined all the ways that TCEA members can benefit from the organization’s offerings aligned to the plan’s call to action. 

As a quick refresher, the recently released National Educational Technology Plan (NETP) puts a laser focus on equity concerns in education. It emphasizes how technology could be better used in the classroom to support learning for all students through the lens of three digital divides: access, design, and usage. As a member of the NETP development team, Project Tomorrow is very proud of this focus and the plan’s recommendations for addressing digital inequity. But you may be asking yourself:

  • Are we ready to address the equity challenges?
  • Are we prepared to implement the recommendations in the NETP? 
  • Where do we need to begin? 

Get Your Readiness Report Card

Project Tomorrow, in partnership with TCEA, can help you answer those questions with our new Speak Up Leader Survey. Encourage your district administrators and school building leaders to complete the 15-minute survey. In turn, we will send you a report card on your overall readiness to tackle digital equity in your district. Getting started is as easy as registering your district! Project Tomorrow will send you a customized link for distribution. We’ve even put together this promotional toolkit for TCEA members with messaging to take to your cabinet for approval requests and to help promote participation once approved.

You are invited to preview the survey. Note that Speak Up participation is free to all schools and districts. All data collected is confidential and no single individual can be identified from any submitted entry. Don’t delay. The survey closes on June 21 for TCEA members. 

Speak Up Leader Survey Details at a Glance:

Project Tomorrow Speak Up Survey Details at a Glance

What: Measures readiness to tackle digital equity across the three digital divides outlined in new NETP
Who: District and school administrators, K-12 technology leaders
Why: Receive a Digital Equity Readiness report card and resources to help close the digital divides
When: Open now through June 21, 2024, for TCEA members!

Thank you, TCEA, for your partnership and for supporting Speak Up.

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Get tools, guidance, and resources for meeting cybersecurity risk management standards from K12 SIX's Essentials Series.
CTO/CIOCybersecurity

The K12 SIX Essentials Series for School Cybersecurity

by Miguel Guhlin
written by Miguel Guhlin

Since the start of 2024, there have been 5,300 school districts that suffered a data breach. These schools are all in the United States. In 2021, 56% of schools reported data breaches. In 2022, 80% of schools reported ransomware attacks (source). Almost half resulted in ransom payments (source). Massive data leaks expose sensitive information. This information ends up on the dark web in the hands of nefarious individuals. It is a big money business. Let’s explore a free resource by K12 SIX that’s available to K-12 schools in the United States.

Assessing the Extent of the Problem

Lack of reporting requirements makes it difficult to determine the extent of data breaches. That aside, data leaks affect thousands of teachers, staff, parents, and guardians. In 2023, monetary losses to school districts from cyberattacks ranged from $50K to $1M. This monetary loss is per incident. In 2021, 771 institutions were affected, which is about 2.6 million records (source).

With so much going wrong, what actions can you take? Try this one on for size.

K12 SIX operates as an information sharing and analysis center (ISAC) exclusively for the K-12 education sector. The K12 Security Information eXchange (K12 SIX) is a national nonprofit organization dedicated to protecting the U.S. K-12 community—including school districts, charter schools, private schools, and regional and state education agencies—from emerging cybersecurity threats.

Learn More About K12 SIX

Explore the K12 SIX Essential Series

The K12 SIX Essentials series offers tools and advice for U.S. schools. The goal is to help schools meet basic cybersecurity standards. The resource, devised by K-12 IT experts, includes:

  • Guides on cybersecurity frameworks for K-12 leaders
  • Essential protections and how to implement them for the 2023-2024 school year
  • A self-assessment tool for districts
  • A Cyber Incident Response Guide
  • Info on cybersecurity grants

These resources aim to help leaders manage cybersecurity efforts. With rising cybersecurity threats, protecting schools is vital. The K12 SIX Essentials help districts protect everyone and their data. Combine them with CISA and Google advice.

How to Get the Series

Getting the series of documents (PDF) is easy. Go to their website and fill out the online form. Once you do so, you will be able to access the page with all the PDFs. The intent of these documents is to make a resource more accessible than others available. Others include the MITRE Framework.

The Incident Response Runbook

Several insightful documents are available in the K12 SIX series, but let’s take a closer look at one near and dear to my heart: the Cyber Incident Response Runbook v1.1. It is the resource any CTO will reach for after a data breach or ransomware attack.

Aligned to the NIST Computer Security Incident Response Lifecycle, developed with the input of K-12 IT practitioners, the K12 SIX Essential Cyber Incident Response Runbook is tailored specifically to the needs and context of K-12 organizations. It offers guidance for coordination with internal and external partners, stakeholder communications, and managing student-initiated incidents.

Cybersecurity Guides for Schools

Here are some of the suggested actions in the runbook summarized:

  • Cyber Crisis: What Counts? Identify cyber incidents like technology misuse, phishing, and ransomware attacks.
  • Heroes of the Cyber Front: Roles Defined. Detail roles within the Incident Response Team, including leadership and communications duties.
  • Who You Gonna Call? Cyber Allies! Keep a list of essential contacts, encompassing IT, legal, executive leadership, and law enforcement.
  • Blueprints for Battle: Plan Review. Examine existing emergency, business continuity, and disaster recovery plans.
  • Ready, Set, Communicate: Prep Talk. Prepare communications with draft notifications, update protocols, and alternative communication methods if systems go down.
  • First Clues: Logging the Cyber Trail. Record actions, inform leadership, and secure evidence upon detecting an incident, maintaining the integrity of the investigation.
  • Containment Crew: Sealing the Breach. Isolate compromised systems, disable breached accounts, and apply security controls to limit damage.
  • Virus Vanquishers: Cleaning House. Patch vulnerabilities, remove malware, reset passwords, and potentially rebuild affected systems.
  • Phoenix Protocol: Rising from the Ashes. Restore systems from clean backups, implement new security measures to prevent recurrence, and monitor for signs of re-compromise.
  • Reflections and Lessons from the Cyber Storm. Conduct a post-incident review to identify deficiencies, determine root causes, document lessons learned, and update executive leadership on cybersecurity program improvements.

Each of these areas is elaborated on in more detail within K12 SIX’s Cyber Incident Response Runbook v1.1. Other documents complement this guide in the K12 SIX Essentials series. Definitely check out this approachable series of guides on a topic that is no joke!

Learn More About the K12 Six Essentials Series
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CommunicationCTO/CIOInstructional CoachingLeadership

A Model for Driving Effective Change

by Miguel Guhlin
written by Miguel Guhlin

“I lost my job today,” Emil said as he walked into our meeting. It was the monthly Campus Technology Representatives (CTR) Meeting. Emil was a campus instructional technologist (CIT) whose role was driving effective change and actively promoting instructional uses of technology. He had succeeded in being an instrument for change. But, change is not always welcome. How can you drive effective change without alienating the people you want to see change? It’s a tough question.

The Four Domains of Effective Change

As a technology director, my biggest challenge involved navigating the political dimension. The question wasn’t, “How do I get superintendent approval for a new technology?” Rather, it was, “How do I get classroom teachers and principals to change what they do every day?” If only I had enjoyed a longer perspective, such as the one captured in this chart, the result of interactive prompt engineering with an AI model.

In my experience, these four domains are critical to consider. Without them, no change is successful. Successful change is change that endures for the long term— which is change that works, endures, and is effective.

An Example of Driving Effective Change

To drive effective change, imagine how the four domains might translate into a roadmap. This roadmap gives us a path forward. While one might have the research and the evidence, planning a joint journey forward is where it’s at. I imagine this as a parent trying to get all the kids in the car for a long trip.

In the following scenario adapted from a real situation, a problem emerges. The challenge is one many small school technology directors face. How would you handle it?

The Scenario

At St. John’s campus, a new plan aims to lower teacher stress by cutting their class load from six to five. This move seeks to boost teacher happiness and satisfaction without hiring more staff. The idea is to spread teaching tasks around, including to those not usually teaching. The campus instructional technologist (CIT), who is key to digital learning, faces added teaching duties. This shift worries several staff. They recall when this mix led to burnout and turnover. How can this change work? Is it possible to stop it or speed up?

The Driving Effective Change model offers some suggestions:

1. Vision

Set a clear goal to cut teacher workloads. Talk with everyone involved—teachers, staff, and families—to get their support. Action: Share stories on why instructional technologists are key. They help teachers use tech without stress, keeping work manageable and preventing burnout.

2. Support

Value the instructional technologist role in tangible ways. Action: Push for funding to keep this role. Show how it improves teaching and helps students. Collect and use metrics if possible.

3. Research

Use data to pick teaching methods and tech that meet standards. Make evidence-based teaching normal. Action: Change old ways with digital tools for better teaching. Offer ongoing training to help teachers adapt.

4. Connect

Build a community that embraces tech in teaching. Make sure students, staff, and families feel included and important. Action: Get everyone involved in updating teaching methods. Share how tech changes teaching and learning for the better. Enlist students and staff to tell their stories.

Reflection

If Emil had the support of such a structured process, his job might have been secure. More importantly, the whole campus would have benefited. Looking back, I see there was more I could have done for his success. His team would have enjoyed better, data-informed teaching methods paired with digital tools, and the students would have benefited from improved learning. What’s more, a community of leaders could have grown. See the application of Driving Effective Change Model to Emil’s situation.

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The WOOP method can help individuals work through goal setting for personal or professional goals.
CTO/CIOLeadership

Goal Setting with WOOP

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

At times, we can all be overwhelmed with more tasks and goals than we have time for. And it can often feel as if several should take priority. Regardless of your leadership role, setting clear goals and working strategically toward them is crucial for many reasons. Let’s look at one strategy, the WOOP method, that you might find helpful in setting and meeting goals.

What is WOOP?

The WOOP model, developed by psychologist Gabriele Oettingen, is a practical and evidence-based approach for setting and achieving goals effectively. WOOP stands for “Wish, Outcome, Obstacle, Plan.” This method is very simple to understand and implement. Some individuals may have mistakenly believed that the WOOP model is only suitable for personal goals. However, it can be applied effectively to professional goals as well. As the acronym suggests, it involves four key steps. Let’s look at how these steps can apply to technology leadership.

Step 1: Identify the wish.

As a technology leader, start by clearly defining the goal or objective you want to achieve. You can do this best by identifying the needs of your school, department, district, or yourself and going from there. For example, your wish could be related to purchasing, device deployment, hiring, improving team efficiency, boosting morale, or increasing satisfaction through technological innovation.

Step 2: Imagine the outcome.

Visualize the desired outcome of reaching that goal. Imagine how achieving this objective will benefit your team, department, school, or district. Picture the positive impact it will have on student learning, team morale, productivity, learning outcomes, and more. If you’re unsure of the impact, consider discussing it with your team to get their thoughts. They may shed light on additional outcomes you’d not considered.

Step 3: Identify obstacles.

Recognize and analyze the potential obstacles or challenges that may hinder the attainment of your goal. These could include technical limitations, resource constraints, cybersecurity threats, budget restrictions, or even resistance to change within the organization. What might get in the way of you meeting your goal? Take time to think through these obstacles intentionally.

Step 4: Plan for success.

Create a comprehensive plan outlining the steps, stages, and strategies required to overcome these obstacles and achieve the desired goal. This plan should include allocating resources, timelines, risk mitigation strategies, and clear communication channels to ensure alignment and accountability across the team. Consider this the roadmap to your destination!

Use these 4 steps in the WOOP goal setting process to identify clear goals and objectives.

Considerations for WOOP Goal Setting

One crucial thing to remember when using the WOOP method is to remain flexible and adaptable. While it’s important to set clear goals and develop structured plans to achieve them, the reality is that circumstances can change, unexpected obstacles can arise, and priorities may shift. So, be prepared to reassess and adjust your plans as needed along the way. This might involve modifying strategies, reallocating resources, or even revisiting and refining the initial goal based on new insights or changing conditions. By maintaining flexibility and being open to adaptation, you can better navigate the complexities of goal-setting and execution, ultimately increasing your chances of success in achieving the desired outcomes.

As a school or district leader, exploring methodologies such as the WOOP method can provide valuable frameworks for enhancing productivity, decision-making, and goal attainment within your educational institution. The WOOP method offers a structured approach to goal setting and planning, helping you identify and overcome obstacles to success. By exploring this method and considering its applicability to your unique role and context, you can enhance your leadership effectiveness and drive positive outcomes for your school or district.

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