What I heard at AASA—and why it should change how districts operate
Last month, I attended AASA’s National Conference on Education in Nashville, where district leaders from across the country gathered to share how they are approaching some of the most persistent challenges in K-12.
As always, the conference offered plenty of opportunities to connect through roundtables, informal conversations, and a few lighter moments (calling all claw machine players and fellow whiskey tasters). In many of those discussions, a common thread emerged: the districts making progress are not simply launching new initiatives or programs. Instead, they are stepping back to redesign the systems that support schools, staff, and students.
Three sessions I attended captured that shift particularly well.
Make the central office a source of speed, not friction
Nashville Public Schools
Like many districts, Nashville Public Schools had begun to feel the strain of internal fragmentation. Too many systems, structures, and processes made it difficult for staff to know where to go for answers or support. Over time, that complexity created distance between schools and the central office teams meant to serve them.
Their response was to redesign the central office as what they call a Support Hub. The goal was to streamline how schools access help and strengthen relationships across the district. Rather than focusing primarily on oversight, the central office now concentrates on partnering directly with schools to solve problems and provide targeted support.
The results have been notable, including record-high graduation rates and national recognition. But what stayed with me most was the clarity of the underlying idea: when the central office is organized around supporting schools, the entire district operates differently.
Close math proficiency gaps before they widen
Coxsackie-Athens Central School District & EAB
For years, the national conversation has framed math instruction as a choice between teacher-led instruction and student-led discovery. But as Dr. Randy Squier from Coxsackie-Athens and EAB’s own Dr. Jen Slavick explained in our joint session, decades of research suggest the debate is asking the wrong question. The real challenge is knowing when different instructional approaches are most effective as students move through stages of learning.
Coxsackie-Athens shared how this insight shaped their strategy. Instead of relying solely on small-group intervention when students fall behind, the district introduced a class-wide intervention model that dedicates a short block of time each day to recovering missed foundational skills. The approach targets gaps across the entire class, allowing teachers to address common skill deficits without separating students into multiple intervention groups.
Treat staffing as a system, not a series of fixes
Henrico County Public Schools
The final session that stuck with me came from leaders at Henrico County Public Schools, who walked through how they are approaching teacher recruitment and retention in a more systematic way.
In today’s talent landscape, many districts rely on short-term solutions to address staffing challenges. But Henrico’s leaders made the case that sustainable progress requires something more intentional. Rather than treating recruitment, hiring, onboarding, and retention as separate efforts, the district has been working to align them as parts of a single talent system.
Their approach focuses on ensuring that each stage of the educator experience—from the moment someone considers applying to the district through their long-term development—is intentionally designed to reinforce the district’s culture, expectations, and priorities.
What comes next
Whether the focus is central office support, math instruction, or educator talent, lasting improvement happens when leaders align expectations, processes, and supports across the district.
That kind of systems thinking takes time and intentional design. But when districts get it right, the payoff is greater consistency for educators and stronger outcomes for students.
At EAB, much of our work with superintendents centers on helping leadership teams make those kinds of shifts. If you’re exploring how to strengthen your central office, accelerate math progress, build a stronger educator pipeline, or tackle another challenge, we’d welcome the chance to learn more about what you’re working on.
Get expert guidance on your district’s biggest challenges
Fill out the form to learn how EAB’s District Leadership Forum helps superintendents make meaningful progress toward district goals.
More Blogs
What it takes to be a high-performance district
3 overlooked reasons K-12 students don’t seem ready for life after high school
