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5 Ways Digital Workflows Reduce Burnout During Busy Season 

Because your district office shouldn’t feel like a sitcom in reruns. 

Every district office has its “busy season,” the time of year when forms pile up, inboxes overflow, and each day feels like its own chaotic episode. Whether it’s onboarding new staff, preparing payroll, or closing out fiscal cycles, the work doesn’t just get heavier, it gets more complex. 

And while we all enjoy a good sitcom, no one wants their real-life workload to resemble one. 

Burnout in district offices isn’t caused by the work itself. It’s caused by how the work gets done. When processes rely on paper, spreadsheets, and manual tracking, tasks take longer, information gets lost, and stress rises quickly. 

The good news? 
Digital workflows can turn that chaos into clarity. 

Here are five ways going digital reduces burnout, especially when the pressure is highest. 

1. Less Paperwork = Less Stress 

Paper-based processes create friction at every step. 

Someone has to print it, sign it, scan it, email it, and somehow ensure it ends up in the right hands (and the right file cabinet). 

During peak season, that friction becomes frustration. 

Missing forms. Incorrect versions. Duplicate data entry. Approvals that stall because someone couldn’t locate a document. 

Digital workflows eliminate all of that. 

When forms are online and automatically routed, the tedious steps disappear. Staff spend less time searching, fixing errors, or playing detective—and more time actually doing their jobs. 

2. Automated Approvals Prevent Bottlenecks 

One of the biggest drivers of burnout: waiting on someone else to move a process forward. 

In busy season, manual approvals can grind everything to a halt: 

  • Someone is out of office 
  • A document sits unsigned on a desk 
  • An email gets buried 
  • A workflow breaks when one step is missed 

Digital approvals solve these problems: 

  • Automated routing 
  • Notifications and reminders 
  • Clear visibility into who needs to do what 
  • No more chasing signatures across buildings 

Instead of bottlenecks, work flows smoothly—even during the busiest times. 

3. A Single Source of Truth Reduces Errors 

Burnout isn’t just about long hours—it’s about the emotional weight of constant corrections. 

When departments use separate tools, paper forms, or locally saved spreadsheets, information gets outdated fast. That leads to: 

  • Manual reconciliation 
  • Conflicting records 
  • Duplicate data entry 
  • Confusion about which version is the “real” version 

Digital, connected systems ensure everyone is looking at the same accurate data. No more guessing. No more digging through emails. No more late-night fixes. 

Teams feel more confident. Work feels more manageable. And time isn’t wasted repeating steps. 

4. Predictable Processes Reduce Anxiety 

Unclear processes create uncertainty, and uncertainty is exhausting, especially under pressure. 

Digital workflows replace “I think this is the right step…” with: 

  • Clear, automated sequences 
  • Step-by-step routing 
  • Built-in compliance checks 
  • Notifications at each stage 
  • Transparent progress tracking 

When staff know exactly what needs to happen, in what order, and by whom, the work stops feeling overwhelming. Predictability reduces anxiety, and makes even busy seasons feel more controlled. 

5. More Time for High-Value Work (and Fewer Last-Minute Fires) 

Burnout isn’t caused by meaningful work. 
It’s caused by the drain of repetitive, low-value tasks. 

When digital systems handle the routine, like routing forms, capturing signatures, syncing data, or flagging missing information, staff can focus on the work that truly matters: 

  • Supporting employees 
  • Engaging with students 
  • Addressing urgent needs 
  • Solving problems instead of creating them 

And perhaps most importantly, digital workflows help prevent “surprise emergencies” caused by lost paperwork or missed steps, a huge contributor to stress. 

Your Office Shouldn’t Feel Like a Sitcom, Even in Busy Season 

You shouldn’t need comedic timing to survive the workload spikes that come with HR, payroll, special education, or finance cycles. Digital workflows help your district office run smoothly and predictably, reducing burnout and giving teams back valuable time. 

If your processes still rely on paper, PDFs, or manually updated spreadsheets, busy seasons will always feel like a storyline you didn’t sign up for. 

There’s a better way, and districts across the country are already making the shift. 

See how Frontline helps district offices streamline operations and reduce burnout.
Talk to a Frontliner

Dr. Taylor Plumbee

Dr. Taylor Plumblee is an experienced education executive with demonstrated success in education management and marketing. She joined Frontline Education in 2021 and is the Manager of Product and Solution Marketing with a focus on Student & Business Solutions including School Health Management, Special Program Management, Student Information Systems, and Data & Analytics.

Why District Offices Can Feel Like a Sitcom (and How to Fix It)

Featuring a special message from Brian Baumgartner

If you’ve ever looked around your district office and thought, “This feels a little like a sitcom,” you’re not alone.

The endless paper forms. The approvals that take longer than a full season arc. The mystery spreadsheets that magically appear in your inbox at 4 p.m. on a Friday. Every district has those moments where the day-to-day work feels a little too familiar—like something straight out of a TV comedy.

And we’re not the only ones who’ve noticed.
Brian Baumgartner—yes, from that office—recorded a special message for K–12 leaders about why it might be time to rethink the way district offices work.

Watch Brian’s video here

But first, let’s look at why district offices can feel like a sitcom in the first place—and more importantly, how to fix it.

The Chaos of Paper-Based Workflows (a.k.a. Season 1 of Any Office Comedy)

Most office sitcoms share a few common themes:

  • Paper everywhere
  • Processes that are more complicated than they should be
  • People doing the best they can within systems that desperately need an update

Sound familiar?

Across K–12, district offices still juggle a surprising amount of paper—employee forms, timesheets, contracts, approvals, service logs, student documents, payroll packets, and more. Every time something needs to be printed, signed, scanned, emailed, and manually stored, the opportunity for mix-ups and delays multiplies.

Paper-based processes slow everyone down, increase error rates, and create frustration for both staff and administrators. And when so many teams rely on each other—HR, Finance, Payroll, Special Education, Student Services, IT—the bottlenecks pile up quickly.

That’s when district offices start to feel a lot like a sitcom:
Predictable plot twists, unnecessary drama, and humor that comes from chaos… except no one finds it funny in real life.

Why It Matters: Time Lost Is Support Lost

At the end of the day, every minute spent hunting for a missing form or reconciling a spreadsheet is time pulled away from what truly matters:

  • Supporting educators
  • Responding to staff needs
  • Guiding students
  • Improving district-wide efficiency

In other words, time lost to paperwork is time lost to people.

Modernizing workflows isn’t just about making work easier—it’s about giving back time to the people who support students every day.

The Fix: Digital Workflows That Keep Everything (and Everyone) on Track

District offices run smoother, faster, and with far fewer surprises when processes are digitized and connected. Here’s how digital solutions change the storyline:

1. No More Paper Chases

Digital forms and workflows eliminate lost paperwork and reduce errors. Everything’s stored securely, accessible instantly, and updated in real time.

2. Automated Approvals

Instead of walking documents across buildings—or chasing signatures via email—approvals move automatically.

3. A Single Source of Truth

When HR, Payroll, and Finance systems talk to each other, teams stay aligned. Data stays consistent. And no one’s stuck reconciling conflicting spreadsheets.

4. Faster Onboarding, Hiring & Employee Support

Streamlined processes reduce bottlenecks and help administrators serve staff more effectively.

5. More Time for What Matters Most

When manual tasks disappear, teams can finally focus on supporting employees and students—not paperwork.

And that’s exactly what Frontline Education helps districts achieve. Our connected solutions replace outdated, manual processes with digital workflows built specifically for K–12.

A Special Message from Brian Baumgartner

To help shine a light on district office chaos—with a little humor—we partnered with Brian Baumgartner to deliver a message that every K–12 leader should hear.

It’s entertaining. It’s relatable. And it highlights just how much time and sanity districts can save by going digital.

Watch Brian’s video here

It’s Time for Your Office to Run More Smoothly (and Far Less Like a TV Comedy)

If your district office is still drowning in paper, manual tasks, or disconnected systems, you’re not alone. But there is a better way.

Frontline Education helps districts modernize critical back-office operations—so your office stays organized, efficient, and ready to support the people who depend on it.

Let’s rewrite the script for your district office.

Watch the video and explore how Frontline can help.

Dr. Taylor Plumbee

Dr. Taylor Plumblee is an experienced education executive with demonstrated success in education management and marketing. She joined Frontline Education in 2021 and is the Manager of Product and Solution Marketing with a focus on Student & Business Solutions including School Health Management, Special Program Management, Student Information Systems, and Data & Analytics.

Front & Center: How Austin ISD’s Dr. Oscar Rodriguez Transformed Technology and Culture by Keeping Things Simple, Standard, and Secure

Leader in Change  

In today’s K–12 landscape, technology isn’t just a tool; it’s the backbone of transformation. Few leaders embody that vision more fully than Dr. Oscar Rodriguez, Chief Technology Officer at Austin Independent School District (ISD).  

Over the past five years, Oscar has guided Austin ISD through a fundamental shift from custom-coded, legacy systems to a unified SaaS-based technology platform—anchored by a partnership with Frontline Education.  

This transformation hasn’t just modernized systems; it’s reshaped how the district operates, communicates, and serves its community.  The key tenets of the transformation focused on simplifying the user experience for stakeholders, standardizing processes with K-12 best practices, and keeping data privacy and security as a priority, delivered through Frontline solutions.    

A Vision for Sustainable Innovation  

Facing escalating maintenance costs and security challenges, Austin ISD made a bold decision: move from custom coded systems to SaaS. Under Oscar’s leadership, the district reduced its data center footprint and leveraged Frontline’s professional services to create a streamlined, secure, and scalable environment.  

“We realized that true transformation requires more than new technology—it requires rethinking how people, processes, and systems connect,” said Rodriguez.  

This enterprise agreement with Frontline has allowed the district to innovate faster while maintaining the flexibility needed to adapt to changing community and financial realities.  

Change Management as a Science  

Oscar often says he has “change management down to a science”—and it shows. His doctoral research explores how leaders can drive technology transitions in public education, such as Austin’s Frontline ERP implementation, while maintaining trust, transparency, and delivering successful outcomes.          

For Austin ISD, that meant balancing efficiency and empathy. During significant organizational shifts, including campus consolidations, Oscar’s leadership kept staff aligned and focused on student outcomes.  

“Change is emotional,” Oscar noted. “But when you combine clear communication, shared goals, and a strong partnership, it becomes empowering.”  

Driving Measurable Results  

The district’s Frontline ERP implementation has delivered measurable improvements across finance, HR, and operations. Process simplification, automation, and standardization have not only reduced costs but also freed up time for staff to focus on students.  

Trustees and the superintendent have taken note, particularly of the district’s new standardized report cards and streamlined systems built on Frontline’s platform.  

Partnership and Purpose  

Oscar’s collaboration with Frontline demonstrates what’s possible when education leaders and solution partners innovate together.  

“Our relationship with Austin ISD goes beyond software,” said Chris Collins. “It’s about partnership, vision, and creating sustainable systems that empower educators and students alike.”  

Looking Ahead: The Executive Spotlight Series  

This story is part of Frontline’s Front & Center Series, which celebrates visionary leaders driving transformation in education.  

Through candid conversations, data-driven insights, and real stories of change, the series explores how innovation, leadership, and partnership shape the future of K–12.  

See how Frontline supports CTOs and Technology Directors.
Learn More

Dr. Taylor Plumbee

Dr. Taylor Plumblee is an experienced education executive with demonstrated success in education management and marketing. She joined Frontline Education in 2021 and is the Manager of Product and Solution Marketing with a focus on Student & Business Solutions including School Health Management, Special Program Management, Student Information Systems, and Data & Analytics.

From Uncertainty to Action: How Districts Are Preparing Teachers for AI

Media coverage can sometimes give the impression that every district is racing to become the next ‘Alpha School’, fully AI-powered and reinventing instruction overnight. But conversations with real public school leaders tell a different story. For most, progress is steady and strategic: adopting an AI tool, piloting a few trainings, and learning as they go. In fact, districts taking even these initial steps may already be among the top third of adopters. Most are prioritizing understanding over acceleration, balancing innovation with practicality, and ensuring teachers feel supported before expanding further. 

Setting the stage: Why we asked districts about AI learning 

Artificial intelligence has dominated edtech conversations for the past few years, often surrounded by uncertainty, curiosity, and plenty of debate. While headlines tend to spotlight futuristic examples, many district leaders are quietly asking more practical questions: 

  • What does responsible use look like?
  • How should we prepare teachers?
  • What do students really need to know?  

At Frontline Education, we’re in the business of equipping K-12 administrators with tools and insights that make their work simpler, so they can focus on what really matters: giving students a path to long-term purpose. Each year, for our K-12 Lens Report, we survey administrators nationwide to take the pulse on emerging priorities and persistent pressures. 

We also check in informally throughout the year with quick polls on timely topics to understand what’s top of mind for educators. AI continues to surface as one of the most consistently charged conversations in education.  

For the past two years, we’ve asked school administrators a simple but revealing question: 

“Have you introduced AI professional learning or support in your district?”  

Here’s what they told us: 

District Adoption of AI Professional Learning: 2024 vs. 2025

While implementation of AI-related professional development nearly doubled in one year, from 17% to 36%, the reality is that a full one-third of districts still haven’t taken concrete steps toward professional learning on AI. The tension between momentum and hesitation is exactly what we wanted to explore further. 

A Conversation with a Curriculum Leader

To unpack what’s driving both the enthusiasm and the hesitation, we sat down with Timothy Smith, Assistant Superintendent of Curriculum and Instruction at Stonington Public Schools in Connecticut. 

Smith has led his district through a balanced and pragmatic approach to AI in education: equipping teachers and students with opportunities to explore AI safely, while setting clear guardrails and keeping the human side of learning at the forefront.

Our conversation with him sheds light on how districts can move forward with confidence, without overcorrecting or moving too fast.

Why so many still hesitate

As Smith explains, hesitation persists for several understandable reasons, including complexity, confusion, and legitimate concern, not just resistance to innovation.

“There’s a certain segment of the teaching staff that is adamantly against using AI by students. Mostly English and social studies teachers, although math teachers are in there, too, because most of the large language models are just bad at math. A lot of the humanities folks believe that shifting thinking over to AI will raise a generation of Americans who don’t know how to think.”

He points to four friction points every district leader can relate to:

  1. Staff skepticism. Teachers fear losing the human craft of thinking and writing. In some cases, that fear shows up as resistance to student use of AI, especially in subjects where original writing and analysis are central to instruction.
  2. Choice overload. Smith explains, “Because there are so many AI options out there, it’s just too diffuse for folks to get their hands on.” With so many tools, it’s hard to know where to start, or which are safe for students. Teachers need clearer guidance on what’s approved, what’s effective, and how to integrate these tools without overwhelming their workflow.
  3. Outdated training. Pre-recorded modules can’t keep up with AI’s pace of change, leaving many teachers unsure how to adapt new tools to real classroom needs.
  4. Real-world concerns. Not every teacher is captivated by AI. Some approach it with caution, raising ethical questions about its purpose and the environmental cost of large-scale data systems. Energy use and sustainability frequently surface in faculty conversations. Smith explains, “Some staff members have legitimate concerns of contributing to the environmental cost of AI development with data centers and energy consumption.”

Stonington’s approach: Guardrails first, experimentation next

“At the District Office, we’re very committed to making sure all of our students have an experience with AI, not just as a classroom activity, but as part of their workforce and personal development. It’s a major facet of employment across all occupations, and we feel compelled to ensure students encounter it meaningfully in middle and high school.”

– Timothy Smith

At Stonington Public Schools, leadership took a structured approach: narrow the field, protect data, and give teachers confidence to explore. Smith said, “We made the decision to go with a single AI platform and to limit usage to that because telling staff and students that they could use whatever AI they want, whether it’s Claude, ChatGPT, Gemini…it would have been impossible to provide clear direction across so many choices.”

They chose a popular AI app designed specifically for schools, not because it’s the flashiest, but because it’s safe, compliant, and transparent. Tim explained:

“I recognize it may be a lower-power model than commercial options, but the trade-off is analytics, privacy, compliance, and control. Teachers can decide which assignments are AI-approved, meaning students can use AI tools to complete those specific tasks, and they can also determine which AI features within the application students are permitted to use to assist with their work.”

The control matters. It lets the district lead with guardrails, not restrictions, offering a practical balance between innovation and accountability. By embedding thoughtful policies into how AI is used, the district connects its broader vision, including student readiness and responsible experimentation, with day-to-day teaching decisions:

  • No AI-generated IEPs or 504s. “Too much would be lost in the human touch,” Smith explained. He can also see which educators are using their AI app for this purpose and follow up with direct conversations, to remind that the district’s expectation is for IEP goals and plans to remain human-written.
  • Middle and high school rollout only (for now).
  • Visibility into use, not surveillance. Smith can see how often staff use AI for planning, differentiation, or assessment, but not how they prompt or what output they produce. This level of insight provides evidence of ROI, showing where teachers are engaging meaningfully with the tools, and surfaces areas where additional support or curriculum refinement may be needed. For instance, when teachers with established curricula are frequently generating new lessons or activities, it can signal that those materials need review or better alignment.

Building capacity through meaningful professional learning

“Overall, I think the staff response has been very positive, and realistic. Some teachers have said, ‘I had it do something for me, and you know what? It wasn’t any better than what I could have done myself.’ That kind of honest feedback is healthy. It shows staff are experimenting, but still thinking critically about where AI adds value and where it doesn’t.”

– Timothy Smith

Before launching the PD series, Stonington distributed a districtwide survey to gauge baseline knowledge and perceptions of AI among staff. It asked how familiar teachers were with AI, how they felt about its use in schools, and where they saw potential benefits or risks. The results helped leadership tailor their sessions to meet staff where they were.

Stonington invested in five rounds of PD, tailored to different needs and perspectives across the district. The first session covered the broader landscape: what AI is, what tools are emerging, and how teachers might use them responsibly. Four sessions, co-led with a popular AI edtech app, focused on practical classroom use, from assignment design to permission settings. A fifth session, led by Smith himself, explored prompt building and critical evaluation using Google Gemini, since Stonington is a Google-based district. Additionally, the middle school principal facilitated a hands-on session to help staff translate these concepts into day-to-day practice.

“I walked them through how to challenge the models’ thinking and get it to critique itself. That’s the kind of skill we want leaders to model for staff.”

Analytics from their AI app now shape next steps. If usage spikes around lesson creation in a subject with a stable curriculum, that’s a signal to reexamine alignment. If differentiation tools are trending, that’s evidence teachers are seeking ways to meet diverse needs.

Lessons learned: Start small, learn fast, stay human

Rolling out AI in a school district is as much about culture as it is about technology. Smith emphasized that progress depends on trust, communication, and curiosity more than on any particular platform or tool. For him, success comes from modeling openness rather than mandating compliance.

Smith’s biggest insight was that sustainable change doesn’t come from mandates. It comes from motivation.

“Mandating use for folks who don’t see value is harmful. Focus on the willing, let success travel.”

It’s a strategy that’s working. Stonington’s science teachers, who are naturally curious and data-driven, became early adopters. Their success stories are sparking interest elsewhere and change is starting to spread organically.

And through it all, Smith stays grounded:

“AI can enhance how we teach, but it will never replace the relationships that make learning meaningful.”

For district leaders ready to move from talk to traction

Start with purpose, not products. Define what you want teachers and students to learn from AI, not just what you want them to use.

Pick one tool to pilot and make sure it aligns with your goals and priorities. Maybe you don’t need to biggest, strongest, or fastest model. Maybe, like Stonington, data security, analytics, and guardrails are most important to you. Find a tool that aligns.

Make PD iterative. Train, test, reflect, repeat. If possible, use analytics to see where learning sticks. If not, check in with your staff regularly to learn what they’re using, how they’re using it, and whether it’s helping.

Empower your early adopters. Showcase real teacher examples instead of enforcing compliance.

Keep it human. The goal isn’t to automate teaching, it’s to amplify the human connection at the heart of learning.

To sum up his perspective, Smith shared a vision that balances innovation with caution. He described the district’s next phase as a measured, student-focused expansion that stays grounded in human connection and adaptability.

He also acknowledged the importance of perspective:

“I always carry a bit of a caveat,” Smith said. “I worry that this AI craze could be another dot-com bubble that eventually bursts. It’s valuable and important, but we can’t put all our eggs in one basket. At the end of the day, relational, person-to- person instruction is what works, and we can’t drift too far from that.”

And ultimately, he reinforced Stonington’s balanced stance:

“As a district, we’re not committed to any single technology or ‘all in’ on AI. Our goal is to expose students to AI as part of future readiness while continuing to prioritize human connection in every classroom. We’ll keep evaluating our needs, goals, and priorities alongside what the market offers and make informed decisions to adapt as we go.”

The bottom line

The data tells two stories: progress (more districts than ever are implementing AI PD) and hesitation (a third are still waiting on the sidelines). Change in public education is never instant. But as Stonington shows, even modest steps, grounded in values and guardrails, can create meaningful momentum.

“Change doesn’t happen through mandates. It happens when people feel safe to try, reflect, and share what works.”

– Timothy Smith

Support Teachers, Build Confidence, and Move Forward with AI

With Frontline Professional Growth, you can assign focused training, track engagement, and support teachers every step of the way. Fill out the form to learn more.

 

Ellen Agnello

Ellen is a graduate assistant at the University of Connecticut. She is a former high school English language arts teacher and holds a Master’s Degree in literacy education. She is working on a dissertation toward a Ph.D. in Educational Curriculum and Instruction.

Planning Beyond This Year: Smarter Multi-Year Forecasting for K-12 CFOs

When you oversee millions in payroll and benefits, every assumption matters.

School district CFOs and business officials know that forecasting salaries and benefits takes more than math. It takes accuracy, consistency, and confidence to explain how every number fits into the bigger picture.

In conversations with district finance leaders, Frontline’s Analytics Advisors – Heather Taylor and Stacy Overly – havebeen exploring a simpler, more connected way to forecast. Their approach centers on clarity, connection, and confidence – fewer moving parts, fewer manual updates, and more meaningful analysis.

“We’ve done a ton of work on the diagnostic and descriptive side. Now, the goal is to help our school partners think predictively – to anticipate what’s ahead with confidence.” 

Heather Taylor
Director, CX, Frontline Education

The Challenge: Forecasting That Consumes Too Much Time

Many district finance leaders describe their current process as time-intensive and fragmented:

  • Too many inputs. Hundreds of data points and spreadsheets to maintain each year.
  • Disconnected assumptions. Salary, retirement, and healthcare costs often live in separate models.
  • Pressure to explain the “why.” Boards expect clarity, but it’s hard to trace every number back to a single source.

A More Strategic Way to Plan

Frontline’s Financial Planning Analytics brings these elements together in one connected experience. The approach focuses on what matters most – starting from your real data, adjusting only essential levers, and linking salaries and benefits in a single view.

1. Start from What’s Real

Begin every projection with your prior-year actuals. This foundation eliminates guesswork and ensures that your forecasts reflect reality from the start.

“We start a fiscal year where you ended the prior fiscal year. That way, projections build on what you actually spent – not what you hoped to spend.” 

Stacy Overly
Senior Analytics Advisor, Frontline Education

The salary assumption view provides one place to enter base and step changes and applies them across all years in your forecast.

Example: Enter negotiated base increases and step changes once, and the model carries them through future years, reducing manual work and the chance of inconsistency.  

2. Focus on the Key Drivers

Rather than modeling hundreds of line items, concentrate on the three factors that shape your budget’s trajectory:

  • Base increases such as 3 or 4 percent
  • Step movement using a placeholder like 1.5 percent
  • Staffing changes including additions, retirements, and 27th-pay adjustments

“We’ve taken care of estimating negotiated salary increases, step increases, and staffing changes. It’s high-level but materially very accurate.”

Stacy Overly

Staffing adjustments are simple to capture, whether you’re planning retirements or hiring new staff.

Example: Add a new first-grade teacher at $75,000 while modeling a retiring teacher at $100,000. The platform instantly calculates a $25,000 net savings and rolls it into your projection.

3. Connect Salaries and Benefits

Once salary projections are set, retirement and healthcare costs follow automatically. Linking benefits to salary assumptions, gives you a complete view of total compensation.

  • Retirement: Modeled as a percentage of total salaries, using a three-year average.
  • Health insurance: Driven by annual premium trends (typically 7-8 percent) and plan mix (single vs. family).
  • Scenario testing: Adjust employee premium share to see the financial impact instantly.

“If employees pick up 10 percent more of their premium, the district could save $2.2 million in healthcare costs. That kind of visibility helps you plan more strategically.” 

Stacy Overly

Example: Increasing the employee premium share by 10 percent in FY28 automatically shows the potential district savings alongside updated benefit totals.

After benefits assumptions are entered, you can visualize how total costs evolve across multiple fiscal years – a clear picture of long-term financial commitments and the effect of plan design, employee contributions, or staffing shifts. 

Example: View annual total benefits and expense trends to understand how changes in salaries, staffing, or healthcare assumptions affect your district’s long-term financial position.

“Seeing benefits trends alongside salaries helps district leaders tell a complete financial story. You can clearly show how each assumption affects total compensation over time.” 

Heather Taylor

Review and Validate with Confidence

Once assumptions are entered, the full forecast can be reviewed visually. Charts display how salaries and benefits evolve year over year, helping you identify anomalies and prepare answers before presenting to the board.

“Answering questions for yourself before the come is a huge benefit. You can see the trend, identify issues, and be ready to explain them.” 

Stacy Overly

Visual validation: Review year-over-year salary trends to confirm your assumptions align with expectations and explain any changes clearly.

Why CFOs Are Embracing this Approach

Finance leaders using Frontline Financial Planning Analytics cite three clear benefits:

  1. Faster forecasting that saves valuable time each budget cycle.
  2. Consistent assumptions that keep salaries and benefits aligned
  3. More credible communication with boards, staff, and the community

“The real value is in understanding the results. It’s about spending less time typing and more time thinking.” 

Heather Taylor

How to Begin

To put this approach into action:

Start with your latest salary and benefit data.

Identify key variables such as base increases, step movement, and staffing shifts.

Apply historical percentages for retirement and healthcare trends.

Review your projections visually to confirm the story to tell.

Ready to simplify your salary and benefits forecasting?

Explore how Frontline Financial Planning Analytics helps district leaders model costs, test scenarios, and make decisions with confidence.

 

Ellen Agnello

Ellen is a graduate assistant at the University of Connecticut. She is a former high school English language arts teacher and holds a Master’s Degree in literacy education. She is working on a dissertation toward a Ph.D. in Educational Curriculum and Instruction.

The Curse of the One-Day Workshop (and How Blended Learning Breaks It) 

The room was buzzing. Teachers were swapping ideas, energy was high, and for a moment, it felt like this professional development day might actually stick. Then the bell rang. 

A week later, the same challenges crept back in. The notes were buried, the pacing guides returned, and the new strategies? Quietly ghosted. 

That’s the curse of the one-day, sit-and-get workshop…when learning sparks excitement but fizzles before it takes root. Not because teachers aren’t engaged, but because some schools are still stuck with outdated, disconnected systems — one-off workshops, scattered spreadsheets, and tools that weren’t built for continuous professional learning. 

Breaking the Spell with Blended Learning 

That’s where Blended Learning changes the story. 

When in-person collaboration meets online flexibility, professional development stops being a one-day event and becomes an experience that continues long after the session ends. 

Picture it: 

  • Teachers leave a PD day with a clear next step — something meaningful they can try in their classrooms right away. 
  • A few days later, they log into your district’s professional learning management system to share reflections or complete a short virtual follow-up. 
  • Before their next coaching conversation or observation, you can review those notes and see how learning is taking shape in real classrooms. 

That’s how professional learning stays connected — to teacher evaluations, to growth goals, and most importantly, to teaching and learning. 

Districts using Frontline Professional Learning Management are already seeing that shift. They’re designing blended professional developoment experiences that evolve with their educators — giving leaders real-time visibility into engagement, attendance, and impact. 

Interested in Blended Learning?

Frontline Professional Learning Management brings a flexible way to create impactful learning for your staff.  

Read More

What to Look for in a Blended Learning System 

If you’re rethinking professional development (PD), look for tools that make it easy to build and sustain blended learning cycles: 

  • Flexibility: Deliver in-person, virtual, and self-paced learning all in one place. 
  • Reflection: Let teachers quickly capture how they applied learning and what they’d tweak next. 
  • Goal alignment: Link PD topics directly to evaluation or growth goals. 
  • Visibility: Use dashboards that tell a story — who’s learning, where support is needed, and how growth is trending. 

The right system should be able to track participation and make learning visible. 

The Real Trick: Keep Learning Alive 

The one-day workshop has “haunted” PD for years — a burst of inspiration that fades before it ever takes hold. 

Blended learning breaks that spell.   

By weaving together in-person collaboration, online follow-up, and reflection, it keeps professional learning alive and growing — connected to goals, teacher evaluations, and everyday practice.  

This Halloween, don’t let great PD vanish like a ghost.   

Keep it visible. Keep it continuous. Keep it blended. 

FAQ: Blended Learning & Professional Growth 

Q: What’s the difference between blended learning and traditional PD? 
Blended learning extends beyond a single event. It combines live collaboration with digital follow-ups, reflection, and data-driven feedback — keeping growth continuous. 

Q: How does blended learning connect to teacher evaluations? 
When professional learning ties directly to evaluation feedback, teachers see exactly how their growth areas translate into new learning opportunities — and leaders can track progress over time. 

Q: What makes a strong Professional Learning Management system? 
Look for one that supports multiple learning formats, encourages reflection, connects to evaluation goals, and provides actionable data — like Frontline Professional Learning Management. 

Q: How can I start moving from one-day PD to blended professional learning? 
Start small. Pair your next workshop with a short follow-up module or reflection task. Build the rhythm first; the results (and the buy-in) will follow. 

Ready to break the spell with Blended Learning? Learn more about Frontline Professional Learning Management.
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Erin Shelton

Erin is a writer and member of the award-winning content team at Frontline Education. With experience in education, she is passionate about creating content that helps to support and impact the growth of both students and teachers.

HB 2 Is Complicated. Your Payroll Doesn’t Have to Be. 

HB 2 Readiness Check 

Spend four minutes with our ten-question quiz to see whether your raise plan is on track for board approval. 

Start the Quiz

HB 2 in Brief

Funding StreamWho QualfiesAllotment Amount*
Teacher Retention Allotment (TRA) Classroom teachers (Staff Classification 087, FTE ≥ 0.50) Districts ≤ 5,000 students  
$4,000 (3-4 yrs)  
$8,000  (5+ yrs) 
Districts ≥ 5,000 students  
$2,500 (3-4 yrs)  
$5,000 (5+ yrs)  
Support Staff Retention Allotment (SSRA) All non-administrative staff not covered by TRA Roughly $45 per ADA  
*Final payments come from TEA’s FSP template. 

Key points: 

  • Raises may be issued as base-pay increases or flat-rate stipends. 
  • The TRS employer rate for 2025-26 is 8.25%. Be sure to budget fringe. 
  • TEA funds your district from the Fall PEIMS file, so Staff Class, Years of Experience, and FTE fields must be accurate. 

Why HB 2 Feels Heavy 

District teams must: 

  • Locate every eligible employee across multiple formulas 
  • Rework contracts after board deadlines 
  • Keep raises equitable from campus to campus 
  • Post a complete board packet within seven days (SB 413) 
  • File error-free reports to TEA with limited prep time 

Spreadsheets can handle it – until one wrong filter derails payroll. 

What an ERP System Should Deliver 

Use this checklist when you’re evaluating solutions: 

Eligibility in one report – no exports, no VLOOKUPs  

Batch raise updates for hundreds of employees in minutes

Clear HB 2 coding to separate allotment dollars from base pay 

Campus equity view – flag sites more then ±1 percentage point off the district average   

Three-year fund-balance forecast with low, medium, and high appraisal growth 

Single board packet ready to publish within the seven-day window  

State-file validations that catch PEIMS errors before submission 

Less manual work. Fewer spreadsheets. More confidence. 

WHAT TEXAS DISTRICTS SAY

“Frontline ERP’s Data Importer let us track HB 2 stipends without rewriting step schedules. Employees keep their allotment when they move, and annual reviews are easy.”

Nakesia Demming, Assistant Director of Compensation, Aldine ISD 

Need HB 2 to Run Smoothly? 

Take the quiz above, then fill out the form to book a short working session. We’ll walk you through how Texas districts are using Frontline ERP to handle HB 2 without late-night spreadsheet sessions. 

 

Ellen Agnello

Ellen is a graduate assistant at the University of Connecticut. She is a former high school English language arts teacher and holds a Master’s Degree in literacy education. She is working on a dissertation toward a Ph.D. in Educational Curriculum and Instruction.

What Your Toughest Days Say About Your Sub System 

Every district has those days. 

The Friday callouts. The midyear slump. The week after a long break when the sub list fills up before sunrise. 

Most leaders can sense the patterns – but can you actually see them? 

Without real-time data on when and where absences are hardest to fill, substitute management often turns into a guessing game. And every guess adds stress – more calls, more coordination, and more time spent scrambling instead of planning. 

That’s why we created the Sub-Fill Stress Test – a quick quiz that helps district leaders see how their current system stacks up. You’ll find out whether your sub-fill process is calm and covered, or ready for a little stress relief through automation and better visibility. 

Take the Sub-Fill Stress Test  

ON-DEMAND WEBINAR

How Can Staff Absence Data Help You Keep Classrooms Covered?  

This webinar shows school HR leaders how to use absence data to spot predictable trends, forecast staffing needs, and improve substitute coverage so they can make smarter resource decisions that support student learning. 

Watch Now

Because when you can see the patterns, you can plan for them – and every classroom stays covered. 

Ready to take the stress out of sub management? 

Fill out the form below and we’ll show you how Frontline Absence & Time can help you simplify substitute placement, boost fill rates, and keep every classroom covered. 

Ready to turn absence data into actionable insights?

Explore how Frontline’s Human Capital Analytics help districts predict and manage staff absences.

 

Frontline Education

Frontline Education provides school administration software partnering with over 12,000 K-12 organizations and millions of educators, administrators and support personnel in their efforts to develop the next generation of learners. With more than 15 years of experience serving the front line of education, Frontline Education is dedicated to providing actionable intelligence that enables informed decisions and drives engagement across school systems. Bringing together the best education software solutions into one unified platform, Frontline makes it possible to efficiently and effectively manage the administrative needs of the education community, including their recruiting and hiring, employee absences and attendance, professional growth and special education and interventions programs. Frontline Education corporate headquarters are in Malvern, Pennsylvania, with offices in Andover, Massachusetts, Rockville Centre, New York and Chicago, Illinois..

Unlocking Hidden Revenue: How Texas School Districts Can Maximize Medicaid Reimbursement 

Across Texas, school districts are facing tighter budgets and growing demands for student services. Yet many may be leaving significant Medicaid reimbursement dollars on the table, not because services aren’t being provided, but because districts aren’t fully confident in how to capture reimbursement for every eligible area. 

Understanding the Texas Medicaid Opportunity 

Under the School Health and Related Services (SHARS) program, Texas districts can receive federal reimbursement for health-related services provided to students with disabilities under the Individuals with Disabilities Education Act (IDEA). These dollars can help fund programs that support all students.  

But many districts only tap into a fraction of what’s possible. Some have even scaled back or “given up” on parts of their Medicaid billing because they worry they’re doing it wrong or lack clarity about what’s allowed. The opportunity isn’t just in doing more billing, it’s in doing smarter, more comprehensive billing. 

Why Districts Miss Out 

Several challenges prevent districts from maximizing their SHARS revenue: 

  • Complex Regulations: Medicaid rules are intricate, and Texas has its own unique layers of compliance that can intimidate even seasoned administrators. 
  • Fear of Noncompliance: Many districts hesitate to bill for certain services because they’re uncertain whether documentation or IEP references meet state standards. 
  • Knowledge Gaps Around Service Areas: Districts often understand speech, OT, and PT billing — but feel less confident about others, leading to selective participation. 
  • Limited Vendor Support: Some billing systems or service providers fail to provide proactive guidance, leaving districts to figure it out alone. 

The issue isn’t a lack of effort, it’s a lack of clarity and confidence. That’s where expert guidance and integrated systems can make a difference. 

The Overlooked Goldmines: Key Service Areas Districts Underbill 

Most Texas districts consistently bill for speech, occupational, and physical therapy. However, four other areas consistently go underutilized, often because of confusion, outdated processes, or fear of errors. 

1. Specialized Transportation 

Recent SHARS updates have made transportation one of the most misunderstood service types. Many districts backed away due to changes affecting how transportation aides are classified under personal care. But specialized transportation is not the same, and it carries significant reimbursement potential. Beyond interim claims, transportation drives large cost-report returns since districts can include expenses like vehicle maintenance, driver salaries, and fuel. 

2. Nursing Services 

Nursing is another area where schools frequently miss out. Because nurses often serve students outside of special education, districts assume these services aren’t reimbursable or worry about adding workload. However, with the right system integrations, for example, importing documentation from the student information system, nurses don’t have to double-document. With proper training and RMTS participation, this can become a seamless, high-value reimbursement area. 

3. Personal Care Services 

Recent SHARS changes have led to confusion about what counts as personal care and how to document it. Yet, aides and paraprofessionals often provide extensive daily assistance that qualifies. When correctly tracked and linked to the IEP, these services can deliver meaningful additional revenue. 

4. Speech Therapy 

Although widely billed, speech services are also evolving. Districts need to ensure documentation reflects the latest regulatory changes to remain compliant and avoid underclaiming. Speech remains one of the highest-value areas when optimized correctly. 

Although widely billed, speech services are also evolving. Districts need to ensure documentation reflects the latest regulatory changes to remain compliant and avoid underclaiming. Speech remains one of the highest-value areas when optimized correctly. 

Rebuilding Confidence and Capturing More Revenue 

The path forward isn’t about “doubling” reimbursement through shortcuts, it’s about educating your team, identifying gaps, and providing support to safely and confidently bill for every eligible service. 

 
Districts benefit from a guided review of their current processes to answer key questions: 

  • Which SHARS service areas are we currently billing for? 
  • Are there reimbursable services we’ve opted out of due to uncertainty? 
  • What’s the potential value of expanding into those areas? 
  • How can we streamline documentation to reduce staff burden? 

By combining data-driven insights with proper training and system support, districts can uncover significant untapped Medicaid revenue — without overburdening staff or compromising compliance. 

Let’s Uncover What’s Possible 

Whether your district currently bills Medicaid or has scaled back due to uncertainty, Frontline can help you identify missed opportunities, from transportation to nursing and beyond, and ensure every reimbursable service is accounted for. 

A Medicaid “checkup” with our experts can reveal how much potential revenue is waiting to be reclaimed, funds that can be reinvested directly into student success. 

Talk to a Frontliner today to uncover hidden Medicaid revenue and maximize your SHARS impact. 

Dr. Taylor Plumbee

Dr. Taylor Plumblee is an experienced education executive with demonstrated success in education management and marketing. She joined Frontline Education in 2021 and is the Manager of Product and Solution Marketing with a focus on Student & Business Solutions including School Health Management, Special Program Management, Student Information Systems, and Data & Analytics.

How K-12 HR Leaders Can Use Staff Absence Data to Improve Substitute Teacher Fill Rates 

When teachers are out of the classroom, learning gets interrupted, and substitute shortages don’t help. But what if absence data itself held the key to predicting and preventing coverage gaps? For many districts, the answer lies in putting staff absence metrics front and center on the HR dashboard. With the right insights, HR leaders can anticipate shortages, allocate resources wisely, and maintain continuity in classrooms. 

Substitute staffing remains one of the toughest challenges for K-12 districts. In fact, 53% of school leaders report substitute shortages as a major concern. At the same time, teacher absences have risen since the pandemic, creating a double strain on daily operations. The result: lower fill rates, burned-out teachers covering for colleagues, and interrupted instruction. 

The good news? With structured absence data, you can forecast patterns with surprising accuracy — and act before disruptions escalate. 

ON-DEMAND WEBINAR

How Can Staff Absence Data Help You Keep Classrooms Covered?  

This webinar shows school HR leaders how to use absence data to spot predictable trends, forecast staffing needs, and improve substitute coverage so they can make smarter resource decisions that support student learning. 

Watch Now

Why Staff Absence Data Belongs on Every HR Dashboard

Absence management is more than just a scheduling issue. It’s a strategic HR priority. And like recruitment and retention, it has a direct impact on student outcomes. 

Without active tracking, school districts face several pitfalls: 

Practical takeaway: Make absence data a standing agenda item in HR dashboards and leadership meetings. A clear view of fill rates, active substitutes, and absence trends helps ensure schools have the coverage they need. 

Metric Relevance/Impact Action 
Fill Rate % of teacher absences covered Monitor trends & adjust staffing 
Lead Time Time between entry & absence Encourage early reporting 
Sub Pool Accuracy Active vs. inactive subs Clean up inactive listings 
Seasonal Trends Spring > Fall Plan ahead for spikes 
Predictive Accuracy Up to 90% Use historical data for forecasts 

The Key HR Metrics: Fill Rate and Lead Time 

Fill Rate — The Benchmark for Classroom Coverage 

Most HR leaders already track fill rate — the percentage of absences that are successfully covered. It remains the single most important benchmark for ensuring learning continues smoothly. 

  • Why it matters: A low fill rate means students may go without instruction (disrupting learning) or classes may be combined (putting extra burden on other teaching staff). A high fill rate means coverage is reliable, minimizing disruptions. 
  • Ways to analyze: Fill rate becomes far more useful when broken down into meaningful slices. Looking across different levels helps reveal hidden gaps and opportunities for intervention. For example: 
    • District-wide fill rate trends show overall coverage health and whether staffing initiatives are working. 
    • School-level differences (e.g., elementary vs. high school) highlight where shortages hit hardest and allow leaders to target support. 
    • Absence type differences (illness vs. professional development vs. personal leave) uncover whether certain categories of leave are more prone to going unfilled. 

Actionable advice: Track fill rates monthly and compare them to seasonal or event-driven factors, such as flu outbreaks or district-wide PD sessions. 

Human Capital Analytics at Consolidated High School District 230

Dawn Rueter-Cox, Director of Assessment and Data, uses Frontline Human Capital Analytics to track attendance, fill rates, and professional development, helping refine how the district supports teachers and staff.

Watch Now

Lead Time — The Silent Driver of Fill Rate 

Lead time measures the gap between when an absence is entered and when it occurs. Earlier reporting gives subs more time to accept assignments and raises the likelihood of coverage. This metric often explains why some schools achieve consistently higher fill rates even when substitute pools look similar. Understanding not just the number of absences, but when they’re reported, helps HR leaders pinpoint where to intervene. 

  • Why it matters: Providing early notice will broaden the pool of available substitutes and allow time for administrators to adjust. 
  • How to analyze: Review reporting patterns across departments and schools. Look for hotspots where absences are routinely logged at the last minute. Compare early-entry vs. late-entry absences to see how lead time drives coverage success. 
  • Actionable advice: 
    • Encourage staff to enter known absences as early as possible, framing it as part of a shared responsibility for classroom stability. 
    • Automate reminders for staff with upcoming PD or personal leave so fewer absences slip through last minute. 
    • Recognize or reward employees who consistently log absences early, turning positive habits into a visible norm. 

Predictable Patterns in Teacher Absences 

Absences aren’t random. With the right data, HR teams can spot patterns and forecast coverage needs. Recognizing these rhythms makes it possible to prepare rather than react. 

Weekly Cycles 

You will likely spot patterns across each week, not just each season. Mondays and Fridays often see the highest absence rates, while Tuesdays and Thursdays remain the most stable. Wednesdays typically sit in the middle. When plotted, these trends form a recognizable “W-shaped” curve that districts can use to anticipate which days will require the most coverage. 

  • Mondays and Fridays: consistently the highest absence days, requiring extra planning. 
  • Wednesdays: moderate but elevated, deserving attention but not as urgent as bookend days. 
  • Tuesdays and Thursdays: lowest frequency of absences which can offer breathing room for scheduling PD or meetings. 

Absence levels also shift throughout the school year. Fall tends to be relatively steady, giving districts a chance to establish routines. In contrast, spring consistently brings an uptick. Fridays in April and May often show sharp increases due to testing stress, allergy season, and general burnout. Knowing this, you can predict when substitutes will be stretched thin. 

Predictive Accuracy 

Historical absence patterns are remarkably reliable. In fact, most districts can achieve around 90% daily prediction accuracy using 1–3 years of historical data — even without advanced algorithms. 

Actionable advice: Run forecasts on past absence data, flag the top predicted high-absence days, and plan extra coverage in advance. 

Turning Predictions into Classroom Coverage  

Having data is great, but that alone won’t solve the problem. What you really need is to use that data to take action. 

Incentivize Substitutes 

Motivating substitutes to pick up assignments on peak absence days requires more than availability. It calls for thoughtful incentives that make the role more attractive and sustainable. By taking proactive steps, districts can boost coverage when they need it most. Here are a few ideas: 

  • Offer extra pay for high-demand days. 
  • Provide perks such as free lunch, reserved parking, or public recognition. 
  • Have principals personally reach out to subs before predicted spikes. 

Smarter Scheduling of PD and Events 

Timing matters when it comes to professional development and district events. By aligning schedules with known absence patterns, you can prevent avoidable coverage gaps and keep classrooms fully staffed. 

  • Avoid pulling teachers for PD on historically high-absence days. 
  • Shift PD sessions to mid-week or fall months instead of peak spring periods. 
  • Coordinate with curriculum and building leaders to avoid overlapping events. 

Strategic Use of Building Substitutes 

Sometimes the best way to ensure consistent coverage is to dedicate substitutes directly to schools. With thoughtful placement and rotation, building subs can serve as a safety net where shortages are most severe. 

  • Place building subs in schools with historically low fill rates. 
  • Reassign coverage during high-risk periods, like spring Fridays. 
  • Use building-level data to optimize where you place substitutes. 

Communication with Teachers 

Open communication with teachers is essential for making absence strategies effective. Most educators already understand that their choices affect classroom coverage, but surfacing district-level trends helps them see the bigger picture. When staff recognize both the patterns and the impact of their leave decisions, they become active partners in improving coverage rather than passive participants. 

  • Share insights, such as “Fridays in April see the highest absence rates.” 
  • Encourage teachers to avoid taking leave on peak absence days. 
  • Involve union or teacher groups in awareness efforts. 

Dealing with Messy Data   

No district has perfect data. Incomplete records, inconsistent codes, or unusual events (like snow days or shutdowns) might skew the numbers. Even so, useful patterns will emerge if you focus on trends, not perfection. 

Start by focusing on practical clean-up steps that make messy data usable without overcomplicating the process: 

  • Ignore extreme outliers such as snow days or one-off emergencies that can distort the averages. 
  • Cross-check and clean up your absence codes so categories are consistent across schools and years. 
  • Compare relative highs and lows rather than aiming for perfect counts. What matters most is direction and trend, not absolute precision. 
  • Validate predictions against last year’s results to build confidence and show stakeholders that even imperfect data can point to reliable insights. 

First Steps for District HR Leaders 

  1. Gather Data: Begin by pulling at least one full year of daily absence data so you can spot baseline patterns. Be cautious with pre-2021 records, which may be distorted by pandemic disruptions. The goal is to establish a clean starting point that reflects current conditions. 
  2. Audit Your Substitute Pool: Numbers on paper can be misleading. Take time to identify inactive subs, reclassify disengaged ones, and confirm which individuals are truly available. This audit helps avoid a false sense of security. 
  3. Decide on Classroom Coverage Models: Consider the trade-offs between building substitutes (reliable but costly) and temporary ones (flexible but less predictable). Use your forecasts to decide whether to invest in more permanent staff or keep a larger flexible pool, depending on your district’s unique needs. 
  4. Predict and Plan: Once your data is organized, flag high-absence days in advance. Use these insights to adjust hiring strategies, offer incentives, or shift PD schedules. Share findings with school leaders so they can prepare and align resources accordingly. 

Absence data is a critical tool for keeping classrooms staffed and learning uninterrupted. By focusing on key metrics like fill rate and lead time, spotting predictable patterns, and translating forecasts into concrete actions, you can turn today’s substitute shortages into tomorrow’s staffing solutions. 

Ready to turn absence data into actionable insights?

Explore how Frontline’s Human Capital Analytics help districts predict and manage staff absences.

 

Ryan Estes

Ryan is a Customer Marketing Manager for the global award-winning Content Team at Frontline Education. He spends his time writing, podcasting, and talking to leaders in K-12 education

The Principal’s Playbook: Strengthening Teacher-Administrator Relationships to Boost Retention 

Losing a great teacher stings. Not because they struggled in the classroom, but because somewhere along the way they felt unheard, unsupported, or disconnected from leadership. And when that happens, the loss ripples through staff morale, student learning, and the culture you’ve worked hard to build. 

That’s why strong teacher-administrator relationships matter so much. And they don’t happen by accident. They’re built in the small, everyday moments: a check-in that feels supportive, a decision where voices are heard, a clear plan that reduces uncertainty. 

This playbook pulls those moments into focus, offering practical strategies to strengthen trust, reduce stress, and keep your best educators in the building — without adding more to your plate. 

Why Leadership Matters in Retention 

Everyday leadership choices shape whether teachers feel committed to their school or begin looking elsewhere. From how feedback is delivered to whether their input influences policy, teachers notice. 

Research backs this up. A recent study of New York City schools found that principal leadership was the single strongest predictor of teacher retention, especially when administrators created supportive evaluation systems and encouraged teacher voice.  

For principals facing high turnover, the throughline is consistent: supporting K–12 educators with clear communication and shared decision-making strengthens trust, boosts instructional quality, and ties school leadership and retention together. 

By the Numbers

  1. Trust matters. Teachers stay longer when they feel supported by their principal. Research shows principal support is one of the strongest predictors of retention. (ERIC)
  2. Nearly 1 in 3 leave early. About 44% of new teachers leave within five years. Early support and mentoring make a big difference. (Learning Policy Institute)
  3. Leadership makes the difference. In high-poverty, hard-to-staff schools, the #1 reason teachers stay is strong, supportive leadership. (Virginia Tech)

The Hidden Costs of Poor Communication

When communication between teachers and administrators breaks down, the effects are easy to spot but costly to ignore:

  • Teacher disengagement: educators may stop contributing beyond the bare minimum.
  • Passive compliance: innovative ideas and energy give way to routine box-checking.
  • Early exits: teachers may begin seeking other opportunities, sometimes mid-year.

The root causes often lie in preventable missteps: a lack of visibility into decision-making, infrequent or one-way feedback loops, and check-ins that feel more like performance policing than authentic support.

REALITY CHECK: CLOSING THE LOOP 

At one high school, teachers were frustrated about scheduling changes. Instead of announcing a decision, the principal gathered staff input, explained the constraints, and showed how feedback shaped the final plan. Even though not everyone got what they wanted, teachers said they felt respected and included — and staff morale held steady through a tough transition. 

Moments like these prove it’s not just the decision itself, but whether teachers feel heard in the process. 

The Principal’s Relationship-Building Toolkit 

Here’s a set of strategies principals can put into practice immediately to build stronger educator support systems and create more collaborative school environments: 

1. Structured Check-Ins That Build Trust 

  • Schedule regular one-on-ones (weekly or bi-weekly). 
  • Use clear agendas to focus on growth, not just compliance. 
  • Keep shared notes and follow-up workflows so teachers see progress over time. 

HOW TECHNOLOGY HELPS: Observation and coaching tools make it simple to capture feedback during walkthroughs, track action items, and give teachers a clear record of their growth.

2. Inclusive Decision-Making Frameworks 

  • Invite teacher input on policies, scheduling, and curriculum. 
  • Use anonymous surveys and open Q&A sessions to surface honest feedback. 
  • Close the loop by highlighting where feedback drove change. 

HOW TECHNOLOGY HELPS: Link evaluation results directly to professional learning plans. That way, teachers can see how their growth areas connect to real professional development opportunities.  

3. Transparency Tools That Reduce Anxiety 

  • Share leadership goals, calendars, and professional development plans. 
  • Provide visibility into evaluation processes and growth opportunities. 
  • Maintain communication logs so teachers never feel “left in the dark.” 

HOW TECHNOLOGY HELPS: Streamlined digital tools give staff consistent access to information and reduce confusion, stress, and speculation.

Keep Great Teachers, Grow Great Teachers

Frontline Professional Growth connects professional learning, collaboration, and evaluations so principals can strengthen teacher relationships and keep talent in the building.

 

Leading During Stress and Uncertainty 

Crisis leadership isn’t new to principals — but it never gets easier. Teachers pay close attention to how you respond when budgets shift, policies change, or the community is under strain. In those moments, even small actions carry weight. 

  • Make space for well-being. Flexibility, when possible, shows you value teachers as people. 
  • Name the weight. A simple acknowledgment — “I know this is a lot” — can ease the pressure staff feel. 
  • Be steady, even when uncertain. Consistency matters more than having every answer. 

These aren’t dramatic moves, but they build trust. And in stressful times, trust is what keeps teachers anchored to your school community. 

PODCAST PICK

Improve First Impressions & Position Management: How to Empower Your Principals Lasting Retention

Listen Now

How Technology Simplifies Leadership Communication 

Some of the most meaningful leadership happens in quick moments…a hallway conversation, a classroom walkthrough, a check-in after dismissal. The challenge is making sure those moments don’t disappear once the day gets busy. 

Frontline Professional Growth helps principals bring structure to these interactions by: 

  • Organizing and tracking observations and coaching cycles so support conversations become part of a consistent process. 
  • Documenting feedback and coaching notes in one place, giving both principals and teachers a clear view of progress over time. 
  • Linking evaluation results to professional learning plans, so growth areas translate directly into development opportunities. 

The result: stronger educator support systems, streamlined communication, and accountability that supports teachers without adding more administrative burden. 

WHY FRONTLINE PROFESSIONAL GROWTH? Because it connects evaluations, coaching, and professional learning in one place — so support doesn’t get lost in the shuffle.

Putting the Playbook to Work 

Teacher retention doesn’t come from one initiative or a single “fix.” It’s built in the everyday interactions between principals and their staff — the check-ins, the decisions, the clarity you bring when things feel uncertain. 

Frontline Professional Growth helps make those interactions stick. By connecting evaluations, coaching, and professional learning in one system, it turns everyday support into a consistent structure teachers can count on. That consistency is what builds trust, strengthens culture, and keeps great educators in your school. 

See how Frontline Professional Growth can support school leadership and retention in your district.
Learn More

Erin Shelton

Erin is a writer and member of the award-winning content team at Frontline Education. With experience in education, she is passionate about creating content that helps to support and impact the growth of both students and teachers.

From Onboarding to Retention: Building a Culture of Support for New Educators 

Retention starts long before the first classroom bell. Arguably, it begins even before a teacher’s contract is signed. 

High teacher turnover often begins with overlooked or rushed onboarding. Districts should treat onboarding as a strategic, multi-year journey, not a one-week orientation. A comprehensive onboarding-to-retention strategy supports new teachers at every stage, from hiring to growth planning, and helps build a resilient, engaged educator workforce. 

The Learning Policy Institute reports that beginning teachers who do not receive mentoring or induction leave at more than twice the rate of those who receive comprehensive support. That links early support to retention in clear terms.

At-a-Glance: Phases, Goals, and Tools 

Phase Goal What Leaders Do Frontline Solution 
1. Hiring & Pre-Boarding Build trust before day one Personalize outreach;
set expectations;
preview culture 		Recruiting & Hiring 
2. Streamlined
Onboarding Logistics 		Remove friction and noise Automate forms; pace tasks; assign resources
by role/site 		Central 
3. Induction &
Culture Integration 		Make support visible
and trackable 		Pair mentors; set growth plans; track induction activities Professional Growth + Central 
4. Feedback,
Development, Retention 		Sustain coaching
through Year 3 		Coach, observe, document, recognize progress Professional Growth 

This phased approach strengthens teacher retention strategies, embeds teacher induction programs within broader educator support systems, and clarifies how school leadership and retention connect from day one. 

Extended Onboarding as a Retention Strategy 

Why a Longer Runway Keeps Teachers 

Turnover peaks early. Roughly one-third of new K–12 teachers leave within five years, with higher rates among those who felt underprepared or unsupported (see the Learning Policy Institute article linked above). Ending onboarding after week one misses the window when new teachers build habits, seek feedback, and decide whether they belong. Effectively onboarding new teachers should include sustained support through the first several years. 

The Cost of a Checklist Mindset 

Many districts still treat onboarding as a stack of logistics and forms. Research from Datia K12 highlights that too much onboarding still focuses on logistics and compliance rather than the deeper challenges new teachers face. Their analysis points to the need for human‑centered support — mentoring, coaching, and culture — alongside administrative requirements, and offers detailed recommendations for districts seeking to rebalance their approach. 

Engagement Signals Matter 

A 2022 education survey found 41% of teacher candidates said they would quit a job if they didn’t feel properly onboarded or trained. That ties onboarding quality directly to morale and a decision to stay or leave. Strong educator support systems make engagement visible and fixable. 

Two models, different outcomes: 

  • Extended, multi-year onboarding (recommended): 
    Builds belonging, clarifies expectations, aligns coaching to goals, tracks induction, supports reflection, and reinforces teacher retention strategies district-wide. 
  • One week of paperwork-heavy onboarding (avoid): 
    Achieves quick compliance but can overwhelm new hires, miss real needs, and signal low support. 

To move from compliance to commitment, start at the very first touchpoint (the offer letter) and carry support through Year 3. 

Reimagining the Educator Lifecycle: From Offer Letter to Year 3 

A coherent lifecycle model ties people, processes, and data together.  

Phase 1: Hiring & Pre-Boarding 

Tools: Frontline Recruiting & Hiring and Central 

Effective onboarding new teachers begins well before they ever set foot in their classrooms. Some district leaders emphasize treating the hiring process as the start of onboarding, with early, personalized communication so new hires feel welcome and informed. That early care helps newcomers learn the culture, meet the team, and arrive ready. 

Leadership playbook: 

  • Send a principal and mentor welcome within 48 hours of acceptance. 
  • Share a short “How we work” guide: instructional focus, collaboration norms, bell schedule, and who to ask for help. 
  • Set the first-month expectations: who observes, how feedback works, and what success looks like. 
  • Provide a single channel for questions to lower anxiety. 

How Frontline helps: 

  • Seamless transition from candidate to employee, reducing duplicate data entry. 
  • Digital offers and onboarding packets — sign and track pre-start steps. 
  • Centralized staff profile that flows into onboarding and growth systems so leaders can personalize support from the first day. 
  • Resource library where staff can access videos, help guides, trainings, and other materials unique to your district. 

With trust set before arrival, you can shift quickly from paperwork to people. 

Phase 2: Streamlined Onboarding Logistics 

Tool: Frontline Central 

Beyond the first day. Automate compliance forms, contracts, and handbook and policy acknowledgements. Assign the right resources to the right person at the right time: mentor pairing, required PD, site-specific procedures — and pace tasks so they land when needed. 

Don’t overwhelm new staff as they’re still trying to figure out where to park and where the lunchroom is, since no one can absorb everything at once. Pacing matters. A well-organized, supportive onboarding experience builds trust and professionalism from the start, while disorganized, compliance-only onboarding may erode confidence. 

Leadership playbook: 

  • Break onboarding tasks into weekly chunks for the first month. 
  • Tag tasks “critical,” “helpful,” or “later.” 
  • Name a human helper for each task (“If stuck, contact…”). 
  • Confirm completion via a simple dashboard. Send nudges sparingly. 

How Frontline helps: 

  • Central automates forms and workflows and supports role-based assignments. 
  • Status tracking gives HR and principals a single view of completion. 
  • Engagement monitoring (who is stuck, who is silent) flags early risks so leaders can intervene with support rather than continual prompting. 

This is where educator support systems begin to feel personal and where school leadership and retention link to daily practice. 

With logistics under control, move to what keeps teachers: mentorship, feedback, and culture. 

Interested in Professional Growth?

Frontline’s Professional Growth software brings professional learning, collaboration and evaluations together.

 

Phase 3: Induction & Integration into School Culture 

Tools: Frontline Professional Growth + Central 

What strong induction looks like. Comprehensive teacher induction programs (mentoring, coaching, and training) change outcomes. Datia K12 also found that schools building multi-mentor networks have cut new-teacher attrition nearly in half, and new teachers with well-trained mentors are about twice as likely to stay as those without mentorship. 

Clarity matters, too. The National Council on Teacher Quality shows that multi-day new-teacher orientations (culture, classroom management, and more) give novices a clearer sense of the role. If first-year teachers who don’t have clarity feel overwhelmed, tracking induction activities helps ensure no one “falls through the cracks.” 

Leadership playbook: 

  • Assign both a trained mentor and a content-area buddy. 
  • Schedule routine mentor meetings with a simple loop: Plan → Do → Check → Reflect. 
  • Set a growth plan with 2–3 goals aligned to district priorities. 
  • Track PD hours, observations, and coaching notes in one place. 

How Frontline helps (Phase 3): 

  • Professional Growth connects induction activities, professional learning, mentoring, coaching, and observations. 
  • Observation data flows into coaching plans so feedback becomes action. 
  • Induction tracking and engagement monitoring make progress visible and reveal who needs help — a core element of modern teacher retention strategies. 

With a year of deliberate induction, teachers seek growth — keep the momentum through Years 2 and 3. 

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Adapting Professional Learning in an Era of Teacher Shortages: Growing Certified vs. Non-Certified Staff, Mentoring Programs, and More!

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Phase 4: Feedback, Development, and Retention at Scale 

Tool: Frontline Professional Growth 

Support cannot stop after Year 1. Many teachers hit a “second-year slump” if support fades. One Pennsylvania district assigns mentors for a full two years and closes with a capstone reflection at 24 months. Their onboarding lasts “from the minute the job is posted all the way to the end of the second year.” Consistent check-ins, coaching, and peer support raise the odds teachers stay and grow. 

When careers have room to grow (and when they do indeed grow), retention improves. 

Leadership playbook: 

  • Keep coaching cycles active through Year 3: plan → observe → feedback → reflect. 
  • Tie PD to classroom goals and avoid one-size-fits-all sessions. 
  • Recognize growth milestones publicly. 
  • Offer role pathways: mentor teacher, team lead, curriculum contributor. 

How Frontline helps (Phase 4): 

  • Longitudinal growth plans track goals and evidence across multiple years. 
  • Coaching documentation makes progress visible to teachers and leaders. 
  • Professional learning links to observed needs. 
  • Data-driven personalization recommends supports tied to each teacher’s goals — the practical heart of educator support systems. 
  • Collaborative video allows teachers to invite feedback and coaching on videos with time-stamped tags and comments. 
  • Professional Learning Communities provide sustained, job-embedded collaboration where educators share resources, exchange feedback, and track progress toward shared goals. 
  • Walkthroughs capture informal observations for feedback and coaching. 

Leadership’s Role in the Onboarding-to-Retention Journey 

Retention lives (and dies) with leadership. Teachers often cite a lack of administrative support as a top reason for leaving, and schools with supportive principals retain more teachers. In many cases, principal support outweighs workload in decisions to stay or leave. 

Behaviors that drive retention: 

  • Collaborative leadership. Principals who act as collaborators and facilitators tend to have lower attrition. Strong instructional leadership coupled with a trusting, collegial environment improves retention over time. 
  • Consistent, caring communication. Regular check-ins, quick help with resources, and visible interest in well-being increase commitment. 
  • Accountability with support, not surveillance. New teachers need feedback and structure — and trust. Build routines that surface needs quickly and respond with specific help.  

Frontline’s advantage for leaders: 

HR, principals, and instructional leaders can see where teachers thrive and where they struggle. Real-time insight enables timely, supportive intervention before small issues grow. That is where school leadership and retention meet practice. 

Example Pathway: A New Educator’s First Three Years 

Meet Jordan, a first-year middle school science teacher. Here’s what his experience looks like: 

Hiring & Pre-Boarding (Frontline Recruiting & Hiring) 

  • Jordan accepts the offer digitally and completes early forms online. 
  • The principal shares a welcome note and a short “How we teach science here” guide. 
  • Jordan meets a mentor who connects him with resources and answers questions on a brief video call. 

Onboarding Checklist + Cultural Welcome (Frontline Central) 

  • New teacher orientation tasks arrive in weekly batches: key forms, handbook highlights, technology setup. 
  • A dashboard shows progress; HR offers help when tasks stall. 

Mentorship + PD Alignment (Frontline Professional Growth) 

  • Jordan creates an Individual Action Plan aligned with inquiry labs. 
  • HR pairs Jordan with a mentor. Mentor meetings follow the Plan → Do → Check → Reflect loop. 
  • Jordan can align his Individual Action Plan with professional development activities offered in-person by his district, select online learning courses, or apply for workshops or events offered outside the district. 
  • Jordan is provided feedback to his Individual Action Plan by his principal, mentor, and peers through formal and informal observations. 

Year-2 and Year-3 Retention Supports (Frontline Professional Growth) 

  • After the first school year, Jordan completes a capstone reflection, and refines his goals for the next year. 
  • Jordan presents a lab-management mini-session to new hires. 
  • Coaching continues with fewer but deeper cycles. 

Outcome: Jordan meets goals, feels part of the team, and becomes a mentor in Year 4. That is what effective teacher induction programs look like inside modern educator support systems — and why they are central to teacher retention strategies. 

A Long-term Investment 

Onboarding is not a one-and-done task — it’s a long-term investment in culture, retention, and instructional quality. Comprehensive induction and support systems improve new-teacher retention, strengthen instructional quality, and even boost student learning outcomes. When districts guide educators from “hire to thrive” with connected, data-informed support, they build a resilient workforce and reduce turnover costs. It’s all in service of the end goal: confident veterans who mentor others and raise outcomes for students. 

See how districts track induction and monitor engagement in one place. Discover how Frontline Education helps districts build connected, data-informed support systems that guide educators from hire to thrive. 

Frontline Recruiting & Hiring
Frontline Central
Frontine Professional Growth

Ryan Estes

Ryan is a Customer Marketing Manager for the global award-winning Content Team at Frontline Education. He spends his time writing, podcasting, and talking to leaders in K-12 education