I loved the March 2019 issue on continuous improvement and how school districts can use processes such as situation appraisal developed by Kepner-Tregoe (mentioned in the article by Corey Golla, superintendent in Menomonee Falls, Wis.). It is our mission to provide these tools as well as the support that districts need to implement systemic change.

We have observed the same continuous improvement cultures mentioned in the March articles in districts large and small that use these CRITICAL THINKING TOOLS to drive their school culture and systems.

The benefits of building the capacity of all educators does indeed develop a cadre of “master problem solvers across the district contributing to a relent-less pursuit of excellence in the schools,” as one of your writers put it. Using RESEARCH-DRIVEN PROCESSES keeps the focus on goals, improves communication and community engagement, increases transparency and trust and gives you lasting and effective, data-driven results. Thanks for highlighting this important work.

SANDRA WOZNIAK
DIRECTOR, PROFESSIONAL DEVELOPMENT AND COMMUNICATIONS,
TREGOED,
PRINCETON, N.J.


A Survey Parallel
In the February issue, the State of the Superintendency infographic about superintendents’ excitement regarding the future reflected their optimism for their own school districts. They were less excited about the overall future of all public schools. It was fascinating because this parallels the feelings of parents expressed in nationwide surveys.

This perception of public schools may stem from the general media focusing heavily on the very real challenges of schools in our great cities. While the city schools’ needs are important, they only reflect part of the picture – particularly the challenges of poverty, which dramatically impact the success of children. This challenge exists in our rural areas as well. Even in many advantaged communities, there is unrecognized poverty, which is often masked.  KARL V. HERTZ
AASA PAST PRESIDENT,
THIENSVILLE, WIS.


Millennial Workers
In Andrea Anthony’s article “‘Missing’ Millennials and the Great Workforce Divide” (December 2018), I like how she used intensive data analysis to provide concrete, positive and inspiring steps for building a workforce using homegrown talent, incentives and innovative thinking.

Anthony used data to compare teacher absences, exit surveys and common leaves to create strategies for retaining the current talent in her school district. School leaders will gain many tips and insights from this article.

KRIS MARSHALL
HUMAN RESOURCES ASSISTANT,
RUTHERFORD COUNTY SCHOOLS,
MURFREESBORO, TENN.


Andrea Anthony contributed quite an interesting article on the “missing” millennials in the teaching ranks.

As she writes, we millennials want the here and now — instant gratification. I like the idea of appealing to new teachers with a signing bonus and creating mentorships with older teachers.

TIA DIXON
COMMUNITY MANAGER,
MILLENNIUM ONE,
CHARLOTTE, N.C.