{"id":157456,"date":"2024-01-10T10:19:10","date_gmt":"2024-01-10T15:19:10","guid":{"rendered":"https:\/\/districtadministration.com\/?p=157456"},"modified":"2024-01-10T10:19:10","modified_gmt":"2024-01-10T15:19:10","slug":"how-leaders-can-support-the-big-changes-coming-to-k12-in-2024","status":"publish","type":"post","link":"https:\/\/districtadministration.com\/how-leaders-can-support-the-big-changes-coming-to-k12-in-2024\/","title":{"rendered":"How leaders can support the ‘big changes’ coming to K12 in 2024"},"content":{"rendered":"

What changes did superintendents implement before the current school year? What changed during the school year, and what changes are expected beyond 2023-24? These are the questions Tripod Education, a leading provider of classroom-level student survey assessments, sought to answer in its new report<\/a> titled “Big Changes in 2023-2024: Tripod’s K-12 Market Study.” As expected, educators reported having lots in the works surrounding changes to their instructional approaches, curricula and district strategies.<\/p>\n

The survey highlights the responses of nearly 800 teachers and district administrators, which include the need for comprehensive professional learning, enhanced support in incorporating new programs and initiatives as well as the effects of sociopolitical trends on education policies and spending.<\/p>\n

Sweeping changes<\/h2>\n

Ahead of the 2023-24 school year, educators reported implementing new policies surrounding wellness, enrollment and behavioral programs (69%), which may have been influenced by the pandemic. Now, survey respondents say they’re currently implementing new curriculum programs, mainly in the Science of Reading, math and English language arts (ELA), with nearly one-third of educators reporting changes to their Science of Reading programs.<\/p>\n

Necessary for these changes, however, is effective professional learning for educators responsible for seeing these policies through. When asked what was needed to better support teachers\u2014beyond time and money\u201456% said that “better professional learning” is needed, followed by “ensuring that teachers and students can design\/influence the implementation plan” and “more clearly [communicating] the vision of a new program.”<\/p>\n

Those who reported being involved in school improvement\/transformation work cited facing several challenges in the process that district leaders ought to address:<\/p>\n