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Position Management: From Transactional to Strategic Thinking | Insights Blog

In our latest webinar, we explored the intricate details of position management and its critical role in the strategic planning and staffing of K-12 school districts. If you couldn’t attend, or are simply looking for key takeaways, you’re in the right place! 

This blog post summarizes the main points discussed during the session to ensure you walk away with a comprehensive understanding of how effective position management can transform your district’s HR processes. 

Interested in a preview? Check out this snippet! 

 

Webinar Speakers:  

  • Jen Lodovico, Strategic Consultant, Frontline Education 
  • Maria Bird, Compensation Program Specialist, York County 
  • Mitch Welch, Solutions Director, Frontline Education 

Webinar Topics: 

  • Understanding the difference: position management vs. position control 
  • Effective dating and its impact on strategic planning 
  • Navigating the movement of positions and people across the district 
  • Empowering principals with data to drive decision making 

What is Position Management in K-12? 

Position management is a strategic approach that goes beyond simply filling vacancies as they arise. As explained by our experts, it involves strategic planning and visibility to align staffing decisions with the organization’s broader goals and budget constraints, ensuring that each position not only fills a vacancy but also contributes effectively to the organization’s overall objectives. 

Check out how our webinar speakers define position management: 

  • “A lot of times, it differs from what an administrator might think because they focus on the people aspect. When someone leaves, the immediate thought is that we need to replace that person. However, in the HR and Finance world, the focus is on determining what positions are necessary to handle our business needs at the end of the day. It’s not just about the numbers.” – Maria Bird 
  • “Position management provides visibility and transparency into everything you’re doing. With this visibility and transparency, you can make the correct staffing decisions for the children, as these positions ultimately impact them directly. So, what are we doing? How are we evaluating these positions?” Jen Lodovico 
  • “Position management involves more than just filling the ‘chair’; it also encompasses the movement of positions, changes within positions, position notifications, contract renewals, and campus visibility. You really have to consider how you manage positions across our entire division, rather than just replacing someone who has left.” – Mitch Welch 

 

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Webinar Takeaways: Position Management Best Practices  

To summarize, position management is not just about filling vacancies; it’s a strategic approach to defining and managing roles within various departments or schools. Below are five best practices for position management, as outlined by Jen, Maria, and Mitch throughout the webinar.  

By implementing these tips, you’ll be well on your way to ensuring that your district’s staffing is aligned with operational and strategic goals, rather than simply replacing outgoing staff. 

  1. Enhancing Visibility and Transparency: 

A key benefit of robust position management is the increased visibility and transparency it provides. This clarity allows for more informed staffing decisions, ensuring that personnel align with the organization’s needs and objectives, which is crucial for maintaining efficiency and staying within budget. 

  1. Leveraging Technology for Efficiency: 

Integrating advanced HR systems can significantly streamline position management processes. These systems facilitate real-time updates on staffing changes, simplify the tracking of vacancies, and enhance the overall efficiency of the hiring process, moving away from outdated methods such as manual tracking and spreadsheets. 

  1. Maintaining Data Integrity: 

Consistency in job titles and role responsibilities across different departments is essential for data integrity. This uniformity helps prevent confusion and inefficiencies, underscoring the need for standardized position management processes that support accurate staffing and budgeting. 

  1. Proactive Strategic Staffing: 

Effective position management requires a proactive approach, anticipating future staffing needs based on trends and projections. This foresight allows organizations to strategically recruit and fill positions, rather than reactively scrambling to address unexpected vacancies. 

  1. The Crucial Role of HR: 

HR’s role in position management extends beyond filling positions; it involves ensuring that each role is strategically aligned with the organization’s goals. This includes managing the movement of positions within the organization, filling roles appropriately, and adapting to both internal changes and external factors. 

Position Management: Moving from Transactional to Strategic Thinking 

The key takeaway: Position management is a dynamic and crucial aspect of organizational strategy. By adopting a structured, technology-driven approach, organizations can enhance their operational efficiency, reduce staffing challenges, and better align their human resources with strategic objectives.  

We hope these insights from our recent webinar help you understand the importance of strategic position management and inspire you to implement or refine your own practices. 

Watch the full on-demand webinar here. 

Looking to learn more about Frontline HRMS? Learn more here.  

 

Got Section 504 Questions? We’ve got answers.

While we await updated guidance from the Office of Civil Rights (OCR) for Section 504, schools are still doing everything they can to stay in compliance with the law. But that’s easier said than done.

In an effort to support the education community, we recently hosted a webinar with leading education law attorneys Jose Martín and Dave Richards, both of whom are leaders in the Section 504 space. You can still watch it on demand here.

Before we start, we’d love to hear from you: what Section 504 questions do you have?

 

Let’s Get Into It

  1. Do you have to have a medical diagnosis to have a 504?

     

    You do not need a medical diagnosis (it’s illegal to require one to initiate an evaluation for 504). If the Section 504 Committee identified an impairment as part of its evaluation, this identification is an educational determination only as permitted by Section 504, and not a medical diagnosis for purposes of treatment. 

     

  2. When is it appropriate to move from a Health Care plan to a 504 for a food allergy?

     

    Anytime the allergy requires any more than the most minimal precautions or emergency measures. Err on the side of providing allergy measures under a 504 plan.
     
  3. What about a child with Sickle Cell Anemia? How do you decide between a Health Care Plan versus a Section 504 Plan?

    If the child needs regular health-related accommodations or services, you should evaluate the student under Section 504, and if eligible, address a plan to address their health concerns within the legal protections of Section 504. 

     

  4. The law suggests that “school districts have the obligation to identify” students for a 504 Plan. What does it mean to “have the obligation”?

    Districts have the duty to look for and find students who may be disabled and in need of 504 services, with a coordinated set of notices, referral processes, outreach efforts, and more.

     

  5. How do you measure the impact of a 504 Plan?
    Based on academic, emotional, behavioral, social, and physical performance and how it appears to be affected by the disability.

     

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  1. What happens when the child seems to be functioning in the same ways as their peers, but parents want accommodations in a Plan “just in case?” 

    Section 504 plans are provided based on actual present need, not “just in case.” 

  1. Thinking about the “OCR Updates,” what are they? What might they entail? 

    The Office of Civil Rights is responsible for providing guidance on Section 504 requirements. In this case, it’s expected that the latest updates will include strengthening of parent procedural safeguards. It’s important to keep in mind that these updates will almost certainly require more of schools rather than less.  

Did you know?  

Frontline has an exclusive partnership with Attorneys Dave Richards & Jose Martín, nationally recognized CESD Section 504 experts. Behind the scenes, they regularly update our forms to reflect and address changes in law, guidance from the Office for Civil Rights, and rulings from the courts.  Learn More

  1. If a student is regarded as having an impairment and we observe traits of the impairment (i.e. parent reports ADHD but no received diagnosis, and the 504 team observes behaviors consistent with ADHD) are we ok to implement the plan based on what is being observed? 

    If various sources of data available to you indicate that ADHD is present, a 504 committee can qualify the child despite the lack of a private diagnosis. 

  1. If an evaluation is completed to look at possible special education eligibility but under federal guidelines, the student doesn’t meet the criteria for eligibility, can the 504 team use the DSM-5 guidelines for a diagnosis to trigger the development of a 504 Plan based on the findings in the evaluation?

    Potentially yes, if the special education evaluation determines there is some impairment, even if not sufficient for IDEA eligibility. The DSM is a guiding resource, but a variety of sources of data must point to the presence of impairment and substantial limitation on a major life activity. 

  1. Must (or should) evaluation for a 504 Plan for a learning-based impairment utilize standardized assessment? 

    It’s not required but is allowed if the parent/guardian consents. 

  1. Does a Section 504 evaluation have to be a report like a special education report?

    No. As long as the committee documentation reveals a decision based on careful consideration of various sources of data, the evaluation is sound under §504. 

  1. Could mental health conditions be considered a reason for a 504 Plan?

    Mental health conditions are impairments that can substantially limit the major life activities of learning, thinking, concentration. So yes, mental health conditions could qualify. 

  1. Does the Plan need to be reviewed annually?

    While best practice perhaps, not required. But the 504 Plan must be reviewed at least every three years, or more frequently if conditions warrant. 

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  1. We have several students who had 504 Plans due to dyslexia, and have gone through all the dyslexia protocol and are now in high school. Could the committee look at dismissal from Section 504 if they are making good progress? 

    Not if their dyslexia still requires some accommodations in the classroom in order for the student to have an equal opportunity to learn. 
  1. Should a 504 Plan include a shortened day if parents say a child is having meltdowns when he gets home because he can’t handle the full day even though when at school these behaviors don’t occur at all? 

    Probably not advisable to agree to a shortened school day in such a situation, as it severely limits student access to curriculum. Other supports such as student and/or parent counseling may be advisable. 
  1. If a student has all A’s but struggles with testing anxiety, how can the school see a substantial limitation? 

    If the anxiety is significantly affecting the student before and during the test in a way that is detrimental and affects thinking and concentration, they could qualify. Legislative history indicates that the Congress wanted to emphasize that high-functioning students could nevertheless qualify under Section 504. 
  1. What should I do if a parent insists that the child’s disability is affecting them at home, but it is not at all impacting the child in school?

    Section 504 Plans are intended to address the impact of a disability at school in order to provide equal access to education, so in the case mentioned above, the child may not qualify.  
  1. Does a Section 504 Plan or IEP apply during after school activities? Sports, after school care, etc. 

    Yes. Section 504 is about nondiscriminatory access, and that may mean reasonable accommodations in order to access extracurricular activities and nonacademic services. See 34 CFR 104.37. 
  1. If utilizing a variety of data that already exists, is consent required for a 504 evaluation? 

    For initial evaluation, or reevaluations that will include testing, parental consent is required.  
  1. Can we use standard psycho-educational assessments, like formalized rating scales or a brief achievement assessment, in combination with other data sources, as part of the evaluation for 504 with parent consent? 

    Sure, as long as you have the parent’s/guardian’s consent. 
  1. If a change needs to be made to 504, can it be amended? Or do you need to do an annual review? 

    You can have a brief review meeting rather than a full annual review. 

Frontline’s software for Section 504 Program Management is the only solution where you can access Dave and Jose’s Section 504 forms. You can learn more about Frontline Section 504 Program Management here.

Analytics in Action: How Schools Manage Absences & Employee Time (Insights Blog)

Looking to unlock the potential of your human capital management and foster an environment of efficiency? You’re in the right place.

In a recent webinar, K-12 experts explored strategies to positively impact absences metrics, analyze employee absence data, gain the complete view of employee time, and ensure compliance with state and federal labor laws.

In this blog, we’ll give you a quick breakdown of their conversation, including key takeaways, resources to get started, and more.

Interested in a preview? Check out this snippet!

Webinar Speakers:

  • Hattie Kogami, Director of Human Resources, Vallejo City Unified School District
  • Kevin Agnello, Product Manager, Frontline Education
  • Tim Carr, Solution Consultant Group Lead, Frontline Education

Webinar Topics:

    • Understand the importance of managing absences and employee time not just for operational efficiency, but also to stay compliant with state and federal labor laws including ACA, FLSA, FMLA.
    • How to get out of the weeds by saving time on timesheets and data entry and know when and where your employees are working, and in which job.
    • Actionable strategies that administrators can implement to reduce absenteeism, improve teacher and staff availability, and enhance the overall educational experience.

Gaining the Complete View of Employee Absence and Time: Improving Accuracy, Compliance, and Operational Efficiency

Webinar Q: How can integrating time and absence data improve school district workforce management?

A: Check out our summary from Tim below!

        • Integration of Absence and Time Data: Integrating absence management with timekeeping systems can provide staff a holistic view of attendance. This integration helps in creating a complete and accurate picture of employee attendance and time data, facilitating better decision-making.
        • Reducing Errors in Manual Processes: It may not be a surprise, but high error rates may typically be associated with manual timekeeping systems. According to the American Payroll Association, organizations using traditional timecards typically have a 1 to 8% error rate. But even a 1% error rate can significantly impact payroll. Transitioning to digital systems can reduce these errors, ensuring more accurate and reliable payroll management.
        • Compliance and Risk Management: Manual processes may also pose the risk of non-compliance with labor laws, so it’s crucial to have a robust system in place to manage compliance effectively to avoid penalties and fines.
        • Trust but Verify: Everybody makes mistakes. Time tracking systems should be designed to help verify and validate time and attendance data. This helps in maintaining integrity and accuracy in the system, preventing potential abuses (and honest errors).
        • Real-Time Data and Reporting: There are endless benefits of having access to real-time data and comprehensive reporting capabilities within absence and timekeeping systems. This data will enable school districts to immediately identify trends, manage absences more effectively, and adjust strategies on the fly, thus enhancing operational efficiency and responsiveness.

“In a simplified report, there’s lots of immediate, in-person, real time data that goes on day-to-day when it comes to your absences and to your timesheets. And that’s just a couple of snippets of keeping that compliant, that can be a really, really difficult task. It requires that connection of HR and Business working together.” – Tim Carr

Strategies for Enhancing Substitute Management and Absence Responsiveness in Schools

Webinar Q: How can school districts leverage data-driven strategies and technology to improve fill rates, manage substitute availability, and enhance overall absence management effectively?

A: Check out our summary from Kevin and Hattie below!

        • Understanding Fill Rates: Kevin highlights the importance of monitoring fill rates—the percentage of substitute-required absences that are filled. This metric is crucial for managing classroom coverage and reducing administrative burdens.
        • The Role of Technology in Absence Management: Kevin discusses the role of advanced human capital analytics in monitoring and managing absence data more effectively. This includes using technology to track substitute availability and deployment, which helps districts respond more dynamically to changing needs and ensure adequate classroom coverage.
        • Availability vs. Utilization of Substitutes: While there may be an adequate number of substitutes available, the percentage actively working is lower than before the pandemic, affecting fill rates.
        • Proactive Absence Management: Hattie emphasizes the need for proactive strategies, such as scheduling absences as far in advance as possible and avoiding planning absences on known high-absence days like Fridays.
        • Data-Driven Decision Making: Both speakers underscored the importance of using accurate data to make informed decisions regarding human capital management, stressing the role of good data practices in ensuring effective substitute management.

“Since we started using Human Capital Analytics, it’s brought up a lot of questions in our industry, you know, is our data good? Because one of the main things that we talk about is the quality of data, right?

Bad data in creates bad data out. So, how do we reflect accurate fill rates if our data is not accurate? That’s one of the main things we’re always looking at: are we putting good data in?” – Hattie Kogami

“There are things that you can do proactively, from the administration of absence management and substitute management to help mediate any negative effects that could come from absences. There is some flexibility to analyze data for better absence metrics. Even having a conversation with your staff to put absences in as early as possible so you’re able to maximize the lead time.” – Kevin Agnello

Managing Absences, Employee Time, and Strategic Impact

The key takeaway: By combining time and absence data, districts can enhance decision-making, reduce manual errors, ensure compliance, and improve accuracy in timekeeping systems. Leveraging real-time data also enables effective management of absences and substitutes, leading to optimized operational efficiency and better response to educational needs.

Watch the full on-demand webinar here.

Learn more about Frontline Absence & Time and Frontline Human Capital Analytics.

A Clearer Picture of K-12 Staffing: Insights from the K-12 Lens Survey

Have you ever reflected on your human resources (HR) processes and wondered:

  • Is it just our district, or is it this challenging to recruit and hire great candidates in other districts, too?, or; 
  • Is it just me, or is it getting harder to fill certain openings?, or;  
  • What can I do to engage my staff and improve retention so that I don’t have to go back to the recruiting and hiring drawing board?

Wanting to answer questions like these was what inspired us to create the K-12 Lens, an annual survey that explores trends in district operations like recruiting, hiring, and retention. This year, almost 700 K-12 employees, including HR professionals, weighed in on important topics impacting the K-12 landscape. The goal of this post is to use our data to answer some of the K-12 staffing questions on everyone’s minds and provide some strategies that you can bring back to your district.

A Common Thread: Supply and Staff Shortages

Human capital factors topped the list when K-12 Lens participants were asked to name the biggest changes in their districts in the past three years. One explained:

Staffing has seen the most change in our district. There are too few teachers entering the profession. We are short staffed, so teachers are covering multiple classrooms at a time. Each and every day there is a coverage plan as we lack the staff needed to provide the level of instruction and staff-to-student ratio recommended. Teachers are constantly being asked to do more for low pay. They’re getting burned out and leaving the profession. Further complicating the situation, many new teachers, both those with traditional and alternative licenses, are entering the classroom unprepared.

Although this is a single story, the K-12 Lens numbers match it, suggesting that districts across the country are experiencing similar staffing challenges. More than three-quarters of respondents said that their district currently has a teacher shortage. The chart below displays this data and breaks it down by district location. Notice that the proportion of respondents from urban districts is the highest and the proportion of respondents from rural districts is the lowest. So, although the shortage is universal, some regions are feeling it more so than others.

According to K-12 Lens results, content area, even more than district location, is influencing the shortage impact. Our respondents indicated that the shortage is felt most in special education, substitute teaching, and among paraprofessionals.

Percent of Respondents Reporting That Their District is Experiencing a Shortage by Content Area

Also, when asked about hiring ease over the past year, most respondents, especially those in urban districts said that it has become more difficult to hire new staff.

Changes in Perception of Hiring Ease

Defensive Strategy: Retaining Existing Teacher

The K-12 Lens results show that retaining staff has challenged districts to a lesser extent than recruiting new candidates has. Seventy percent of respondents said that their district retains between 81 and 100% of teachers each year. However, one-fifth of respondents estimated their retention rate to be at or below 80%. So, for a district that employs 250 teachers, that would be a loss of more than 50 teachers a year.

Using Professional Development to Boost Staff Engagement and Retention

What can districts do to engage existing staff and up that retention rate? Professional development (PD) has the potential to increase staff engagement, but as one K-12 Lens respondent said, “The districts are not offering professional development in the areas that are being the most affected.” 

So, what forms of PD boost engagement and what are the topics that staff want to learn about right now? According to our results, coaching and mentoring, and professional learning communities or team meetings engage staff more so than other types of PD offerings.

PD That Boosts Engagement and Retention

Recent instructional changes that most impact teachers’ work make for relevant and authentic PD topics. But what are those instructional changes? The K-12 Lens identified four common themes across open-ended responses. They are outlined below as prime targets for PD sessions.

Digital Tools

“More technology. We are now one-to-one whereas 3-5 years ago, we had a tech lab that the students visited once a week plus one computer in each classroom for special use (or rotations). All of our classrooms now also have amazing interactive boards rather than projectors that we had just over 3 years ago.”

On-target topics for PD:

  • Strategies for reading and comprehending digital text
  • Digital citizenship and online safety
  • Digital/new literacy
  • Creating digital content for online learning
  • Flipped classroom strategies
  • Digital accessibility for students with special needs
  • Digital tools for professional collaboration

Student-Centered Approaches

“We are shifting to true student-centered instruction within student-centered classrooms. We are striving for active engagement through the implementation of real-world connections that make every content area real to students.”

On-target topics for PD:

  • Assessment in student-centered classrooms
  • Conferring in a workshop model
  • Implementing project-based learning
  • Designing student-centered lesson plans
  • A research overview of the benefits of student-centered learning

Classroom Management

“We have seen a significant change in student behavior in the classroom. Classroom behavior impacts learning to a much greater extent. Students are unable to maintain focus and there are more frequent distractions to learning.”

On-target topics for PD:

  • Student engagement strategies
  • Building a positive classroom culture
  • Using technology to support behavior management
  • Positive Behavioral Interventions and Supports

Social-Emotional Learning

“There is a great lack of social-emotional abilities. Teachers need more flexibility in their curriculum and schedule so that they can adequately address social-emotional learning within the classroom.”

On-target topics for PD:

  • Integrating SEL into the content area curriculum
  • Creating an inclusive classroom environment
  • Conflict resolution and peer mediation skills
  • Mindfulness practices for students and teachers
  • Cultivating empathy and compassion

So, no, you are not alone. According to our findings, the teacher shortage is making it challenging to recruit and hire in districts everywhere. Certain content area positions are harder to fill than others. Focusing HR efforts on retention could be a district’s best defense strategy. Offering PD opportunities that are engaging in form and topic can help boost that retention rate, preventing HR teams from having to return once again to a limited pool of candidates.

Be sure to check out the full K-12 Lens Survey Report for more K-12 staffing insights.

The Importance of Reporting in Your District’s Mental Health Program

In recent years, mental health challenges among students have become increasingly prevalent, casting a shadow over the educational landscape. As K-12 school districts grapple with these issues, the importance of data-driven approaches cannot be overstated. In this blog post, we’ll explore why robust reporting is essential for your district’s mental health program.

Mental Health in Crisis

The mental health crisis extends its reach into our schools, affecting students of all ages. According to the National Alliance on Mental Illness (NAMI), approximately one in five children aged 13-18 has or will have a serious mental illness. These issues manifest in various forms, including anxiety, depression, behavioral disorders, and academic struggles.

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Trends in Mental Health

Understanding the specific trends and challenges within K-12 mental health is crucial for effective intervention. By analyzing data on student demographics, attendance records, disciplinary incidents, and counseling referrals, mental health professionals can identify patterns and prioritize resources where they’re most needed. For example, they may discover a correlation between mental health issues and certain grade levels, enabling targeted interventions such as early screening programs or peer support groups.

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The Link Between Mental & Academic Well-being

Recognizing the symbiotic relationship between mental health and academic performance is paramount. When students experience mental health challenges, attendance and academic performance are often the first signs of a problem. Without early intervention, issues can escalate and manifest in more serious ways for both the individual student and their peers. When school health professionals have the right data readily available, they’re better positioned to proactively support students. By collecting data on academic outcomes alongside mental health indicators, school health professionals can implement holistic support systems that address both aspects of students’ well-being. This might include providing counseling services, academic accommodations, or mental health literacy programs for educators.

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How Software Can Help

In the digital age, software solutions offer unparalleled opportunities for data management and analysis. Purpose-built tools for K-12 provide easy visibility into reporting, allowing task forces to collect, analyze, and act upon data with precision and efficiency. These tools enable educators, counselors, and administrators to collaborate seamlessly, sharing insights and best practices for student support.

Moreover, software solutions facilitate proactive monitoring of student well-being, enabling early intervention strategies to prevent crises before they escalate. Some products can identify at-risk students so schools can implement targeted interventions tailored to their needs.

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Conclusion

In conclusion, the imperative for robust reporting mechanisms in K-12 mental health task forces cannot be overstated. By harnessing the power of data, school districts can gain valuable insights into the needs of their students and develop evidence-based strategies to support their mental health and academic success. Software solutions play a pivotal role in this endeavor, empowering task forces to navigate the complexities of student well-being with agility and precision.

As we strive to build resilient school communities where every student can thrive, let us prioritize the implementation of comprehensive reporting systems that pave the way for transformative change. By investing in the mental health of our students today, we lay the foundation for a brighter, more equitable future for generations to come.

Want to dive a little deeper into a tool? See how Frontline School Health Management works here.

K-12 HR Spotlight: Sherry Mauch

Meet Sherry Mauch, an HR Business Partner here at Frontline Education. With a rich K-12 background spanning various roles – from supporting the Superintendent’s and Principal’s offices to working in the Human Resource Department for her local district – she brings a wealth of experience to the table. We’re thrilled to introduce you to Sherry as she shares more about her journey in K-12 HR!

What was your first job in education?

I was a secretary at an elementary school. One of my responsibilities was coordinating substitutes for our building. At that time, we still had a sub caller – a person whose job it was to call substitutes directly to fill vacancies. This was back in 2003, and that year, our district purchased Frontline’s Absence Management tool (then AESOP).

If you could give any advice to yourself at the beginning of your career, what would it be?

Don’t over-estimate your importance and under-estimate your influence.

What were some of the biggest challenges you faced while working in K-12 HR, and how did you overcome them?

Many of the back-office processes such as managing position control, recruiting and hiring, ensuring compliance during onboarding, and managing employee records were done manually. As recently as 2019, we still had paper files for every employee. Data was stored in multiple databases that were not connected. Sharing information between HR/Payroll/Finance was very manual. We did not have access to systems with workflows for approval – everything was done via interoffice mail with paper approvals.

What is one skill every K-12 HR professional should have?

A desire for process improvement and a willingness to explore how technology creates efficiencies, not roadblocks. I never like to hear the reason we do something a certain way is because that is the way it has always been done.

Based on your experience, what are the top three best practices you believe are critical for effective HR management in K-12?

  1. Strategic Workforce Planning
  2. Professional Development
  3. Technology Integration

Can you share a piece of wisdom or a learning lesson that has stayed with you throughout your career transition from K-12 HR to EdTech?

Educators spend so much time ensuring our children are prepared to meet the technology challenges of the future, but Districts are slow to adopt technology to create efficiencies for their own internal processes related to recruiting, hiring, time & attendance, and professional development. Transitioning to EdTech has been very rewarding and has allowed me to better understand the meaningful impact technology can have on shaping the future of education.

What will change the most in education over the next 10 years?

AI will have a profound impact on education by creating opportunities for personalized learning and tutoring, while enhancing accessibility for all students. Many administrative tasks will be automated, and enhanced data will provide deeper and more meaningful insights related to student performance and instructional strategies. Students will soon have the ability to learn and collaborate with each other around the world, allowing for an exchange of ideas, cultures, and perspectives on a global scale.

How do you continue to stay informed and ahead in the field of HR, and are there any resources or networks you recommend?

Continued education through professional partners such as SHRM, collaboration with other local HR professionals through organizations such as the CCHRA, and online resources and webinars.

How Employers Can Support Employee Financial Wellness

The role of HR professionals and business officials in school districts is pivotal. Beyond managing budgets and policies, there’s a profound responsibility to support the well-being of the staff who shape the minds of future generations. Fostering financial wellness is not just beneficial but essential for creating an environment where educators, staff, and students can thrive. 

Unique Financial Challenges Faced by Education Sector Employees 

Employees within K-12 school districts face a set of financial challenges distinct from those in other sectors. Educators and support staff must navigate long-term financial planning with pensions and retirement benefits that are increasingly complex and uncertain. Summer breaks pose another challenge, as many employees must budget carefully to manage months without income or seek summer employment to fill the gap. These unique pressures underscore the necessity for targeted financial wellness programs tailored to the education sector’s specific needs. 

“I am the last step in the interview process as they are filling out all their onboarding paperwork. You can see on some of their faces when they realize that they are only going to get paid once a month that this is not going to work for them, and they decide right then and there that they are not going to move forward.” 

– Dr. Sharra Smith, Executive Director of Personnel – Bellevue Public Schools  

Why Financial Wellness Matters to School District Operations 

The implementation of financial wellness programs in K-12 school districts has a direct correlation with operational success. Financially secure employees are more focused, engaged, and satisfied with their work, leading to improved performance in the classroom and beyond. This, in turn, contributes to a positive school culture and environment conducive to learning and growth. 

Moreover, financial wellness programs can be a significant factor in attracting and retaining top talent. In an increasingly competitive educational landscape, the ability to offer comprehensive support for employees’ financial well-being can set a district apart. This is particularly important in areas facing teacher shortages or where competition for qualified staff is high. 

Financial wellness initiatives also have the potential to reduce costs associated with turnover, recruitment, and training by increasing employee retention rates. Long-term, the stability and continuity provided by a committed and financially secure workforce can lead to operational efficiencies and enhanced educational outcomes. 

In essence, by investing in the financial wellness of their employees, K-12 school districts are not only supporting their staff but are also investing in the future success of their operations and the students they serve. This holistic approach to employee well-being reflects a deep understanding of the interconnectedness of financial stability, job satisfaction, and educational excellence. 

Case Studies: Successful Financial Wellness Programs in Schools 

Across the nation, innovative K-12 school districts have begun to recognize and address these challenges through comprehensive financial wellness programs.  

Bellevue Public Schools, situated in the suburban area of Omaha, Nebraska, serves approximately 9,500 students with a dedicated staff of around 1,500 teachers and personnel. The district, under the leadership of Dr. Sharra Smith, Executive Director of Personnel, has been proactive in addressing the unique financial challenges faced by its workforce. Recognizing the difficulty in attracting qualified professionals and filling both classified and certified positions, Bellevue Public Schools has introduced a pioneering financial wellness solution aimed at removing barriers to employment within the education sector. 

In partnership with Frontline Flex Pay, powered by Stream, Bellevue Public Schools launched a holistic financial wellbeing solution that allows all employees, both classified and certified, to access their earned wages ahead of the traditional payday, without any fees for transfers within 1 to 3 business days. This innovative program was designed to alleviate the financial stress associated with the district’s once-a-month payroll schedule, which had been a significant deterrent for potential employees. Dr. Smith noted the tangible relief on the faces of new hires upon learning that they could access their earned wages without waiting for the end-of-month payday. 

The implementation of Frontline Flex Pay, powered by Stream was seamless, requiring minimal additional work from Bellevue’s small but efficient personnel and payroll teams. The service was fully operational within a month, demonstrating the district’s commitment to swift and effective solutions to support its employees’ financial wellbeing. 

The response from Bellevue’s staff has been overwhelmingly positive, with approximately ten percent of the workforce signing up within the first few months of the program’s launch. The ease of use, both for payroll staff and employees, has been a highlight of the program, allowing users to manage their finances more effectively and providing a sense of security and control over their financial situations. 

Dr. Smith’s observations revealed that the benefits of Frontline Flex Pay were not limited to classified staff. A significant number of certified, salaried professionals also took advantage of the program as well. This unexpected outcome highlighted the broad appeal and utility of financial wellness initiatives, underscoring the importance of such programs in supporting the diverse needs of school district employees. 

Bellevue Public Schools’ successful implementation of Frontline Flex Pay, powered by Stream serves as a compelling case study in financial wellness, demonstrating how innovative solutions can enhance employee satisfaction, ease financial burdens, and make school districts more attractive to current and prospective employees. This initiative reflects the district’s broader commitment to the wellbeing of its staff, contributing positively to its overall recruitment and retention strategy. You can read their entire case study here.

What to learn more?

Frontline Education offers a Free financial wellness program for K-12 Districts called Frontline Flex Pay. Learn more here.

Navigating Student Data in the Senior Year: Strategies for Graduation Success and Beyond

Scrambling to Determine Graduation Eligibility 

As the school year races to the finish line, school personnel are narrowing in on student data to make sure seniors are ready for graduation and beyond. For many districts, this means carefully auditing student data, like attendance rate, credits earned, grade point average, and assessment scores to make sure that each student has met state and district graduation criteria. But with student data in different systems and managed by different people, this can be a tall order. With just a handful of weeks left, the pressure is on to make sure that all the right boxes are checked. Missing just one state graduation requirement, like an attendance rate above 90%, could result in graduation ineligibility as was the case for almost all students in this district. Keeping an eye on key data points, standing by with ready-to-go interventions, and planning for every scenario is vital at this time in the year. 

Managing Senior Students’ Data Throughout the School Year  

Increasing pressures during senior year, like applying to college or finding a job, combined with dwindling motivation, especially in the fourth quarter, can create the perfect storm for data surprises. This can be especially true for students who have had irregular attendance, behavior, and academics in the past. So how can districts shore up their data processes to prevent students from falling through the cracks in the final hour? Look at the guide below which provides strategies to monitor and engage students in each quarter of their senior year. 

Guide to Senior Student Data Management by Academic QuarterQ1Q2Q3Q4
Identify each student’s post-graduation pathway to guide academic planning and figure out graduation requirements.  
Identify all student data sources. 
Join data to create holistic picture of student performance. 
Select indicators to track, like chronic absence, disciplinary referrals, D’s and F’s, extracurricular involvement, etc. 
Set thresholds for high, medium, low, and no risk of graduating on time. Example: high risk students attend less than 90% of school days while medium risk students attend between 90% and 94%, and low risk students attend more than 94%.  
Check half-year course performance and attendance. 
Update data. 
Pull lists of students flagged by indicator threshold(s) and share with leadership teams. 
Work with teachers, students, and families to plan intervention strategies. 
Intervene and progress monitor. 
Check year-end course performance and attendance. 
Audit state and district-mandated graduation requirements. 
Check indicator threshold accuracy by comparing the list of students who did not graduate to the list of students who were flagged by the indicators. Then, adjust indicator thresholds. For instance, if attendance high-risk was set to <90% of school days, but some students who attended 92% of days did not graduate, adjust the high-risk threshold to <93%. 

How Districts Can Intervene in the Final Weeks 

While student data and best practices should always guide intervention decisions, they are especially important to consider when time is of the essence, to make sure that intervention efforts are hitting the right target. An important and timesaving first step is figuring out which indicator is flagged and why. For instance, a student may be chronically absent because they are missing school to work so that they can help financially support their family, they have unreliable school transportation, or they have school anxiety. Each root cause requires a different intervention approach. Similarly, a student may have poor grades because they are chronically absent, have low self-efficacy in the subject, need more support because of language learner or special education status, or are lacking essential resources at home like internet access.  

Table 1 displays a mutli-tiered system of support (MTSS) targeting the three indicators that research suggests most impact school completion: attendance, behavior, and coursework. Tier 1 activities can be embedded into core programming for the benefit of all students. Tier 2 activities are standardized, small group interventions delivered to students who have not responded well to tier 1 activities and need more support developing skills related to the essential indicators. At tier 3, students who have not responded to tier 2 interventions and for whom academic, social, emotional, and/or behavioral needs persist receive more intense and personalized intervention. Each activity can be implemented in the fourth quarter. 

Table 1 – Intervention Strategies Targeting Essential Indicators

 Tier 1 
Universal, Core  		Tier 2 
Small Group, Standardized 		Tier 3 
Individualized, Intensive 
AttendanceProvide detailed and prompt information to caregivers about student’s absences.  
Provide clear communication about school transportation to students and caregivers.  
Provide universal screening for social, emotional, and behavioral health.		Co-create evening and morning checklists to streamline students’ routines. 
Implement a school-based mentorship program where mentors meet with students regularly to discuss the importance of attendance and help resolve issues. 		Provide modified school schedules, like night school, Saturday school, and/or half-days. 
Provide virtual or at-home tutoring. 
BehaviorEstablish a positive behavior support system that rewards good behavior and following school rules. In homeroom, study hall, or after school offer small group sessions for social skills training to help students manage their emotions and improve interactions with peers and teachers. Provide individualized behavior plans developed with a counselor for students with ongoing disciplinary issues. 
AcademicsEngage students with course content and assignments by giving them real audiences, purposes, and tasks. Provide peer tutoring or after-school help sessions. Collaborate with external educational services for intensive tutoring and academic support, especially in subjects needed for graduation. 
Assign to a credit-recovery program. 

Alternative Plans for Students Who May Not Graduate on Time 

It is essential to remind seniors who are facing the possibility of not graduating on time that there are alternative paths to achieving their academic goals. While the traditional timeline may not be possible, there are several options worth considering:   

  1. Summer School: Students can attend a summer program to catch up on credits and graduation requirements. 
  1. Credit Recovery Courses: These courses, often available online, can provide students with the chance to make up for failed or incomplete coursework. 
  1. GED (General Educational Development): Students can take the GED test which measures proficiency in course academic areas and serves as a recognized equivalent to a high school diploma. 
  1. Adult Education Programs: Many communities offer adult education programs tailed to individuals looking to complete their high school education. These programs often provide flexible scheduling and personalized support to help learners earn their diplomas at their own pace. 
  1. Dual Enrollment Programs: Offered by local community colleges and technical schools, students can enroll to earn high school credits while also gaining college credits.  
  1. Gap Year with Purpose: Students can take a structured gap year to focus on academic improvement and personal growth. In this time, students can explore their interests by working, enrolling in educational programs, or volunteering in areas of interest. When ready, they can re-enroll with renewed focus and purpose. 

Monitoring Student Data to Maintain Engagement Through Graduation 

It is crucial to monitor student data throughout the entire K-12 journey to identify students who may need more support to ensure their success. By using a variety of support strategies and offering alternative pathways, districts can help every student stay on track to earning an essential credential that will set them up for future success.  

Q&A: Adapting Professional Learning in an Era of Teacher Shortages

The current shortage of certified teachers has created a pivotal challenge for school districts: how to effectively develop and administer professional learning programs amidst this scarcity.

In a recent webinar, four K-12 experts explored how districts are rethinking teacher placement, tailoring professional learning content to diverse experience levels, optimizing limited resources, and securing funding.

In this post, we’ll summarize their conversation, provide you with actionable takeaways, and more. 

Interested in a preview? Check out this snippet!  

Webinar Speakers: 

Frontline Education 

  • Susan Walters, Solutions Director 
  • Jaclyn Harvey, Education Solutions Executive 

Jenks Public Schools 

  • Randy Williams, Director of Professional Learning 

Brevard Public Schools 

  • Lynnette Thorstensen, PD Specialist, Brevard Public Schools  
  • Lisa Stanley, Professional Learning & Development  
  • Bridget Reed, Learning & Development 

Webinar Topics:  

  • Strategies for effective placement and support of non-certified teachers within the professional learning framework.  
  • Innovative approaches to maximizing limited resources and funding for professional learning in districts facing teacher shortages.  
  • Best practices for sustaining high-quality education for students when navigating the challenges of teacher shortages and non-certified teaching staff. 
  • And more! 

Best Practices for Providing Support to Alternate Certification Teachers  

Webinar Q:  What advice would you give to leaders who need to be able to support alternate certification teachers who started on their own journey? 

A: Check out our summary from Jacyln below! 

  • Intentional Placement: School districts and principals need to be deliberate and strategic about where they place teachers with alternative certifications. It’s crucial to consider the team dynamics and the subject area to ensure that these educators are set up for success, rather than being positioned in environments where they might struggle due to a lack of support or alignment with their skills. 
  • Peer Observation Opportunities: Creating opportunities for alternatively certified teachers to observe their peers is essential. This exposure allows them to learn practical teaching strategies and classroom management skills firsthand. Facilitating peer observation can involve administrative efforts to cover classes, thereby freeing up teachers to engage in these valuable learning experiences. 
  • Frequent Classroom Observations by Leaders: Administrators and leaders should frequently observe classrooms, especially those of new and alternatively certified teachers. These observations are not only for evaluation purposes but also to provide constructive feedback and support. Regular walkthroughs by various leaders ensure a comprehensive understanding of a teacher’s progress and challenges. 
  • Structured Mentor Programs: Establishing a well-defined mentor program is critical. New teachers, particularly those who are alternatively certified, benefit immensely from having a mentor who can offer guidance, support, and feedback from a place of experience. It’s important that mentors are adequately trained to address the unique needs of these educators, fostering a nurturing environment that encourages growth and confidence. 

“Being a first-year alternatively certified teacher with no experience is super, super overwhelming. It’s just nice to know that you have somebody that has your best interest at heart.”
– Jaclyn Harvey 

The Importance of Cultivating a Culture of Learning in School Districts  

District Spotlight: Jenks Public Schools 

Webinar Q:  What’s the importance of cultivating a positive climate and culture for learning and growth?  

A:  Check out our summary from Randy below:  

  • People-Centered Approach: It’s so important to prioritize a culture that is both people-centered and student-centered, recognizing that support for teachers directly impacts student outcomes. This involves understanding the unique needs of each teacher and providing tailored support. 
  • Layered Support Systems: Be sure to implement layers of support that adapt over time and recognize that the needs of teachers change as they progress through their careers. This includes providing the right resources and professional development opportunities at the right times. 
  • Building Relationships: Foster strong relationships within your educational community, between teachers, administrators, and peers. It’s critical to create social learning spaces and opportunities for informal learning and relationship-building. 
  • Continuous, Adaptive Learning: Ensure professional learning and support are continuous and data-driven, and that they’re adapting to the evolving needs of teachers and the educational landscape. Offer choices in professional development to tap into teachers’ intrinsic motivations to help ensure they are competent and confident in their roles. 

“It’s about being people-centered, it’s about being student-centered… being able to cultivate and foster relationships… that’s where sometimes we need to just connect with people, have that understanding that yes, I understand what you’re going through.”
– Randy Williams 

The Critical Role of Mentor Programs in K-12 PD 

District Spotlight: Brevard Public Schools 

Webinar Q:  How do you support educators at various stages of their career through mentor programs? 

A: Check out our summary from Lynette, Lisa, and Bridget below! 

  • Comprehensive Support for Diverse Educator Needs: Be committed to supporting both new teachers, including those with alternative certifications, and seasoned leaders. This dual focus ensures that all educators, regardless of their experience level or certification pathway, receive tailored professional development and mentorship opportunities. 
  • Robust Induction and Orientation Programs: Consider implementing targeted induction programs for new teachers, focusing on crucial areas like classroom management and lesson planning. These programs are designed to prepare educators practically for the classroom environment, addressing the specific challenges faced by teachers with temporary certificates. 
  • Strategic Mentorship Initiatives: Do you emphasize the importance of on-the-ground support in your district? Your mentoring program, spanning both school-based and district-wide efforts, should aim to provide continuous, practical guidance to educators, thereby enhancing their teaching effectiveness and well-being. 
  • Continuous Feedback and Adjustment: Regular surveys and communication channels enable the identification of educators’ needs in real-time, allowing for timely adjustments to the support provided. 
  • Emphasis on Mental and Emotional Wellness: It’s important to recognize the challenges and stresses of the teaching profession. Consider incorporating wellness initiatives into support programs. This focus on mental and emotional health is crucial for sustaining educators’ long-term engagement and success. 
  • Celebration of Successes: Host annual events to celebrate the achievements of mentors and mentees. These events not only acknowledge the hard work of educators but also reinforce the value placed on their growth and contribution to the educational community. 

“Real mentoring really starts with getting that mentee to be able to see the things that they want to change in their classroom and then providing that feedback to the mentor. And the mentor is just there to be the cheerleader in that support.”  

– Lynette Thorstensen

“We evolve through the year, depending on what the needs of our new teachers are and the feedback that we’re continually receiving.”

– Lisa Stanley 

“Right now, we’re at 96% of our new teachers have said they feel supported and I’m telling you, we go in with that other 4% to find out, okay, where are we going wrong? What more can we do here to support you, to keep you here.”   

– Bridget Reed 

Adapting Professional Learning in an Era of Teacher Shortages

The takeaway: By fostering a community of continuous learning, providing structured mentorship, and focusing on the well-being of educators, districts can navigate the challenges of teacher shortages and ensure that all educators, regardless of their certification path, are prepared to offer high-quality education to their students.  

Watch the full on-demand webinar here. 

Looking to learn more about Frontline Professional Growth? Learn more here.  

Financial Wellness: What is it and why does it matter?

In the bustling corridors of your schools, where education and growth are paramount, there lies an often-overlooked aspect that significantly impacts both educators and the educational environment: financial wellness. At its core, financial wellness transcends the simplicity of having enough money to meet immediate needs. It encompasses a comprehensive approach towards managing financial stress, planning for the future, and ensuring a stable, worry-free existence that allows individuals to focus more fully on their professional and personal lives. For K-12 school districts, understanding and nurturing the financial wellness of employees isn’t just a perk; it’s a critical component of operational success.

What is Financial Wellness?

Financial wellness is a holistic approach to managing one’s finances in a way that minimizes stress and promotes a healthy financial future. It encompasses several key components:

  • Effective income management, which ensures that employees are living within their means
  • Strategic financial planning, aimed at future security and goals
  • Accessible emergency funds to cover unforeseen expenses
  • Informed investment decisions for long-term growth and stability

In the context of K-12 school districts, financial wellness also includes understanding and maximizing the benefits available through employment, such as retirement plans and health insurance.

Significance of Financial Wellness in the Workplace

The significance of financial wellness within the workplace cannot be overstated. Financial stress is a prevalent concern among employees across all sectors, including education. It can lead to anxiety, decreased mental health, and a lack of focus, all of which adversely affect job performance. In the educational environment, where the well-being of staff directly impacts student experiences and outcomes, the stakes are even higher. Educators and support staff who are financially secure are more likely to be engaged, motivated, and satisfied with their jobs, creating a positive ripple effect that touches every aspect of school operations.

Financial Wellness and Employee Retention

The link between financial wellness programs and employee retention rates is becoming increasingly clear. A comprehensive financial wellness program can be a deciding factor for educators contemplating their career paths. In the face of challenges such as salary schedules that do not always reflect the rising cost of living, and the unique financial pressures faced by educational staff (like planning for summer months without pay), financial wellness support can make a substantial difference. These programs demonstrate an institution’s commitment to its employees’ overall well-being, fostering loyalty and reducing turnover rates. In turn, this stability within the workforce enhances the quality of education and supports a district’s long-term operational goals.

Bellevue Public Schools recently began offering Frontline Flex Pay, powered by Stream: a holistic financial wellbeing solution. It’s a free benefit that allows employees to access earned wages without waiting for payday. The response has been overwhelmingly positive among classified and certified staff.
Learn More

For K-12 school districts, integrating financial wellness into the fabric of their operations goes beyond offering a paycheck. It’s about empowering employees with the knowledge, resources, and support systems needed to make informed financial decisions. By addressing financial wellness, districts can alleviate one of the most common sources of stress, thereby improving the workplace atmosphere and enhancing the educational experience for both staff and students alike. 

DID YOU KNOW?
Frontline Education offers a Free financial wellness program for K-12 Districts? Learn more here.

Building Trust in Teacher Compensation with Data and Analytics

“if you fail to plan, you’re planning to fail.”

Planning with Purpose 

Planning is at the core of every district’s operations, especially as staffing shortages continue to challenge schools. But these days, planning alone isn’t enough. To navigate the  complexities of teacher compensation, district leaders need data-driven insights that allow for transparent, fair decision-making—building trust at every level.  

Using Data to Drive Transparency in Compensation

Transparency is key when it comes to teacher compensation. By using advanced analytics tools, districts can break down salary structures and start honest conversations. These tools can provide a clear view of pay within the district and compared to neighboring districts, helping ensure that compensation is competitive and equitable.  

Navigating Teacher Market Value with Data 

District administrators know that teacher salaries depend on several factors: location, experience, subject expertise, and market conditions. In times of staffing shortages, the ability to attract and retain top talent becomes critical.  

FROM THE K-12 LENS

According to the K-12 Lens, a survey of nearly 700 K-12 administrators, staffing shortages are widespread, especially in high-demand areas like special education, substitute teaching, and paraprofessionals.

Read the Full Report

The real challenge is knowing how to navigate these complexities and act. Here’s a hint: data analytics can help. 

  1. Supply and Demand: Identify subject-area trends to allocate resources where they’re most needed. 
  1. Location and Cost of Living: Map staff residences to see if salaries align with local living costs, ensuring pay stays competitive.  
  1. Experience and Specialized Skills: Analyze compensation patterns based on experience and expertise to adjust where necessary.  
  1. Economic Pressures: Use comparative analytics to anticipate economic trends, ensuring your compensation remains competitive and sustainable.  
  1. Community and Union Advocacy: Transparency in teacher pay builds trust. Sharing your district’s data story with community partners helps set realistic expectations and prevents misinformation.   

Making Teacher Compensation Transparent with Data 

So, how can district leaders make teacher compensation more transparent? With tools, like Location Analytics and Comparative Analytics, you can get a comprehensive view of teacher pay, helping you make informed, data-driven decisions and communicate clearly with your staff.  

Visualizing Teacher Pay with Analytics Tools  

Imagine a map that shows teacher salaries across your district—or even across neighboring districts. With Frontline Education’s Comparative and Location Analytics you get that level of visibility. These tools enable district leaders to make informed, transparent decisions about compensation.  

This geovisual displays the home locations of staff members who work at a single elementary school. The different colored pins correspond to staff members’ level of education. The orange rings indicate the mile-radius from the school.

Here’s how Location Analytics can help:

  • Cost-of-Living Insights: By mapping where your staff live, you can assess if pay reflects local living costs, helping ensure fairness.
  • Commute Considerations: Long commutes can lead to burnout. Geolocation data can highlight where commute times are highest, allowing you to explore flexible options, like remote professional development or blended learning.  
  • Targeted Recruitment: Identifying where veteran teachers live can guide recruitment efforts, helping balance your workforce and boost retention.
  • Housing Affordability: Compare teacher pay to local property values to explore housing initiatives that make living closer to school more affordable for staff.  

Comparing Compensation Across Districts

By comparing salary schedules from peer districts, leaders can walk into negotiations well-prepared. Showing how your compensation packages stack up against peers helps build trust and ensures your offering competitive pay.

Understanding how your district’s salaries compare to others is essential for attracting and retaining top talent. Comparative Analytics gives you the insights you need to stay competitive in both hiring and negotiations.

Here’s how comparing compensation can benefit your district:

  • Stay Competitive: Matching or exceeding the pay rates of peer districts helps you retain and attract top talent.  
  • Retention Strategies: If other districts are offering better compensation, it might be time to rethink your pay structure.  
  • Informed Budgeting: Comparing pay scales, allows district leaders to set realistic financial goals while maintaining competitive teacher salaries.   
  • Strengthen Negotiations: With solid data on regional pay scales, district leaders can confidently navigate union negotiations.  

Getting Strategic About Salaries with Comparative Analytics

Kenneth Miller, Director of Human Resources, uses Analytics to compare personnel data to peer districts.
He explains, “It is one of the single most important tools that I have when it comes to recommending salary increases.”

Learn More

Leading with Data-Driven Transparency

Data-driven decision-making around teacher compensation doesn’t just ensure fiscal responsibility—it builds trust among teachers, staff, and the community. Transparent compensation opens the door to honest conversations, fostering stronger relationships and a sense of fairness.

By using tools that visualize and compare teacher pay, district leaders can plan with confidence, offer fair compensation, and create a workplace where educators feel valued and supported.

Embrace data, and you’ll be equipped to address staffing shortages, retain top talent, and make your district an even more attractive place to work.

Frontline Analytics tools like Location Analytics and Comparative Analytics Provide K-12 Leaders With the Data They Need to Build Trust in Teacher Compensation

Map personnel data, like salaries, years of experience, or level of education to identify within-district trends or compare key metrics to peer districts to show district and community partners how your district stacks up.

Discover Frontline Analytics today
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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.

Celebrating Women’s History Month

March isn’t just about the arrival of spring; it’s also a time to honor and celebrate the countless achievements, contributions, and resilience of women throughout history.
 
As we delve into Women’s History Month, what better way to pay tribute to the indomitable spirit of women than with music? In this blog post, we’ve curated a vibrant playlist of upbeat songs that not only celebrate women but also inspire empowerment, strength, and joy.
 
From anthems of empowerment to catchy tunes that resonate with the essence of femininity, let’s embark on a musical journey that honors the past, celebrates the present, and uplifts the future of women everywhere.