Colorado schools, like many others across the nation, continue to face mounting financial challenges in the wake of COVID-19.
Gov. Jared Polis recently proposed a new statewide formula that would fund school districts based on a current-year enrollment estimate. Schools in the state are currently funded based on a four-year enrollment average, and while the new formula is expected to bolster districts serving high-needs students and rural communities, the change to a current-year estimate could mean there will be fewer funds available for districts with declining enrollment.
Denver Public Schools, the largest school district in the state, is among those experiencing declining enrollment, but Colorado’s public schools had their lowest PK-12 enrollment in nearly a decade during the 2023-24 school year.
As schools in the state prepare for the prospect of operating with fewer funds, one resource at their disposal is the Empowering Action for School Improvement (EASI) grant program. EASI grants are aimed at schools and districts that face persistent challenges and are in dire need of improvement, as designated by the state’s accountability system or the federal Every Student Succeeds Act (ESSA).
The state has streamlined the application process for EASI grants to make it easier for schools in need to access these funds. The goal is to connect Colorado schools’ needs with rigorous, evidence-based strategies and adequate resources. As school and district leaders look for ways to make maximum impact with limited resources, they might want to consider leveraging EASI grant funds to invest in the development of school leaders across the state.
While EASI funds have been used for various purposes, their potential to strengthen school leadership remains underutilized. By investing in leadership development, Colorado’s districts and schools can achieve sustainable improvements that benefit entire communities.
Strong leadership drives student success
Research shows the transformative power of effective school leadership. Principals and other school leaders have an outside impact in shaping the culture of their schools, motivating teachers, and creating a learning environment where students thrive. Their duties include recruiting and supporting educators while also facilitating their professional development to help ensure students are receiving rigorous, culturally responsive instruction.
The impact of strong leadership extends beyond day-to-day operations. While even a great teacher’s impact is largely limited to the students in their classroom, a strong principal can drive whole-school progress. For schools that are chronically underperforming, effective leadership can be the cornerstone of turnaround efforts.
School leaders need professional development too
Just as students need access to high-quality, evidence-based instructional materials to succeed, school leaders and teachers also benefit from exposure to research-based professional development opportunities.
Although there is no consensus around the effectiveness of turnaround interventions for low-performing schools, researchers largely agree that there is no quick fix: This is complex work, and it can take some time to observe some of the organizational and behavioral changes enacted through turnaround strategies.
As a result, programs that offer real-time coaching and ongoing support are essential. In Colorado, Relay Graduate School of Education has successfully partnered with districts across the state to improve leadership in high-need schools. Pueblo School District 60 was one of 37 districts in the state that were identified for participation in the EASI grant program. At the end of a five-year partnership that began in 2017, educators in the district reported better working conditions for teaching and learning, and student outcomes were on the rise.
At Centennial Elementary in Colorado’s Greeley-Evans School District, teachers described the approach to instructional improvement as “everybody doing their own thing with their own materials.” During the school’s turnaround period, district and school leaders received an intensive weeklong training on how to engage teachers in data reviews and instructional discussions. Principal Angie McDowell also received practice in sharing productive feedback with teachers during observation periods. She said the training helped her focus on “what we could do with data to help inform our decisions,” which resulted in increased professional development opportunities that allowed teachers to understand and implement improvement strategies.
Addressing teacher turnover through stability
High turnover rates among teachers and school leaders are especially detrimental in underperforming schools, where consistency and trust are essential for progress.
According to the 2023-24 Colorado State of Education report, 58% of teachers surveyed said they are considering leaving education in the near future. Additionally, 65% of teachers said they don’t trust Colorado’s current school accountability system, which relies on standardized test scores to measure how well teachers are educating students across schools.
Investing in leadership development addresses these challenges head-on. When school leaders feel supported and have opportunities to grow professionally, they are more likely to remain in their roles. This stability is great for students — who benefit from consistent leadership and a more engaged teaching staff — and contributes to a positive culture that attracts and retains high-quality educators.
As Vice President of Innovation and Impact at Relay Graduate School of Education, Dr. Ben Klompus drives institutional efforts to identify, codify, and share impactful practice that measurably improves learning and experience for all PK-12 students
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