October 2025: School Administrator
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Additional Articles
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When There’s No CoachWhat are the options for supporting your staff’s professional development when full-time instructional coaches are not part of the picture?
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Leading in a Professional Learning Community CultureA superintendent’s experience building a school district’s collective leadership and action through collaboration and a guiding coalition.
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Membership duesThe extent to which school boards cover professional association dues.
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Investing While LoathingOur Ethics panel analyzes handling a lucrative school district stock investment when the company’s CEO makes unfounded claims about schools.
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How I Learned to Love LinkedInA superintendent appreciates the social media space to be authentic, even vulnerable, as a leader, and the place to find inspiration and support for hard parts of the job.
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Professional Intimacy of Board Chair RelationsThe importance of taking time to build a high level of trust between superintendent and board chair.
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Investments That Support Teacher RetentionTested strategies for providing support, training and connections that make educators want to continue in their jobs.
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Doing the Work to Meet Student NeedsWhat AASA’s president discovered from evaluating summer math programs during his time as a principal.
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Every Child Deserves a ChampionThe advocacy role of leaders as a voice for children during difficult school budget cuts.
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Sidelight: Margaret CrespoA Sidelight on ÂÜÀòÍømember Margaret Crespo, who is a skilled equestrian in Wyoming.
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Listening, Collaborating, Co-CreatingBoulder Valley’s superintendent lends decision-making voice to parents.
Staff
Editor's Note
A Health Check on Tutoring
As public schools emerged from the ill effects of the COVID-19 pandemic, many turned to intensive tutoring programs to address the flagging academic needs of students.
Now, about five years on, some districts having realized significant recovery gains continue to provide the neediest students with high-dosage tutoring. Yet without the federal funds of the first few post-pandemic years, some had to drop their tutoring programs or scale back sharply on the numbers being served.
This issue examines what formal research, led by Amanda Neitzel of Johns Hopkins University, has to say about the impact of student tutoring, particularly delivered virtually. Liz Cohen also contributes important writing that draws on her 2025 book The Future of Tutoring: Lessons from 10,000 School District Tutoring Initiatives.
We’re also sharing the experiences of school system leaders in Massachusetts and Texas on what they’ve seen as beneficial about their tutoring initiatives.
As always, we welcome reader feedback, whether in support or disagreement, about anything published in this issue.
Jay P. Goldman
Editor, School Administrator
703-875-0745
jgoldman@aasa.org
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