Testimonials

Single Testimonial Item

The West Valley School District has benefited from professional development provided by AASA for numerous years. Through my participation, I have gained access to some of the best researchers and practitioners from across the nation. Our district has focused our improvement efforts through a coordinated approach provided by AASA.

Peter Finch

Superintendent, West Valley School District (Wash.)

Peter Finch

Multiple Testimonials List

  • As we reflect on 50 years of IDEA, our message is simple - we must fully fund this federal education law to support the education of students with disabilities. By honoring the commitment made in 1975, Congress will enable districts to use dollars to address crucial local needs.
    David Schuler

    Executive Director, AASA

    David Schuler Headshot
  • At its core, IDEA represents a promise that every child will be seen, supported, and valued. That promise has transformed public education for half a century, but it remains unfinished. As district leaders, we must continue advocating for the resources, understanding, and empathy needed to fulfill IDEA’s vision for the next generation.
    Thomas Toohey

    Assistant Superintendent of Pupil/Special Services, Edison Township Public Schools (N.J.)

    Dr. Thomas Toohey Headshot
  • As we celebrate IDEA’s 50-year legacy, our hope is Congress will take steps towards funding IDEA as promised. The shortfall of the promised 40% funding level places incredible strain on local budgets, especially when student needs are intensifying and workforce shortages are real — and growing.
    Gay Anne McDonald

    Executive Director, Maine Administrators of Services for Children with Disabilities (MADSEC)

    Gay Anne McDonald
  • On this 50th anniversary, we must do more than celebrate the purpose of IDEA. We must reaffirm our nation’s commitment to fully supporting and funding IDEA. The promise made in 1975 must be a guarantee kept for the next 50 years and beyond.
    Gladys Cruz

    Superintendent, Questar BOCES III (N.Y.), AASA Past President

    Gladys Cruz
  • We want our teachers to love this work, to be successful, to meet the unique needs of our students, and to be able to have their life outside of school, too…This [teaching] is not their life, it is their passion.

    David Law

    Superintendent, Minnetonka Public Schools (Minn.)

    David Law
  • [This academy] focuses squarely on what the research and the field demand: clarifying the role of principal supervisors as instructional leaders, building their coaching skill sets and helping districts align systems so principals and their schools can thrive. If your district is interested in strengthening its leadership pipeline, investing in principal supervisors is one of the highest-leverage moves you can make.

    David Schuler

    Executive Director, AASA, The School Superintendents Association

    David Schuler Headshot
  • “[These competencies] are the skills our students can use no matter their goals or chosen pathways. Together they represent the portrait that should look back at us when a student earns their diploma.
    Sonja Brookins Santelises

    Chief Executive Officer, Baltimore City Public Schools (Md.)

  • While the Portrait itself drives alignment between workforce needs and student preparation, it is our educators who help expose students to the real-world competencies during their K-12 journey that truly prepare them for life after graduation.

    Catherine Truitt

    State Superintendent, North Carolina Department of Public Instruction

  • Good captains [leaders] embrace flexibility, making real-time decisions while keeping their crews engaged and motivated. Let’s stay the course...and work together to ensure each student reaches their destination, empowered and capable to embrace the opportunities ahead of them.
    David Law

    Superintendent, Minnetonka Public Schools (Minn.)

    David Law
  • This work is a testament to our belief in an education that uplifts every student, regardless of their background. It’s about empowerment ... and fostering a future where every learner will thrive.
    Angela Chapman

    Superintendent, Columbus City Schools (Ohio)

  • Our students were telling us that they didn’t have the confidence to embark on their post-secondary plans, that they weren’t sure about what they wanted to do, that they were confident at ‘playing school’ but they weren’t confident for life after school.
    Robyn Euker

    Assistant Superintendent for Secondary Education, Cumberland Valley School District (Pa.)

  • The excitement and enthusiasm around our shared vision has been one of the most satisfying aspects of my role as a leader. You don’t develop a Portrait behind closed doors with your Cabinet. It is something that is born from stakeholder engagement exercises. It is our anchor in the storm.
    Michael Barnes

    Superintendent, Mayfield City Schools (Ohio)

  • Our Portrait of a Graduate serves as the guide for what we try to achieve in all learning experiences. It lays the foundation for meaningful projects that solidify learning and empower students.
    Jeff Brown

    Superintendent, Granville Exempted Village Schools (Ohio)

  • Being an effective communicator is a superpower that is harnessed through clear, consistent and transparent leadership that aligns your actions with your words.
    David Schuler, PhD

    Executive Director, AASA, The School Superintendents Association

    David Schuler Headshot
  • AASA offers an advocacy component that is critical to the success of my organization and public education as a whole.
    Walter Gonsoulin Jr.

    Superintendent, Jefferson County Schools (Ala.)

    Walter Gonsoulin
  • Our duty as educators and school system leaders is to ensure that our students graduate not only as good students but as good citizens.
    David R. Schuler

    Executive Director, AASA, The School Superintendents Association

    David Schuler Headshot
  • Our learning opportunities over the past two days exceeded my expectations. The amount of time we had to collaborate with peers and create actionable plans was invaluable. Being able to move from the theoretical to practical helps ensure action.

    National Principal Supervisor Participant
  • To superintendents navigating a school crisis: you now belong to a club that none of us ever wanted to join. How you lead through the next 10 days will determine the next 10 years for your district. I’ve been there, Cheri Lovre was there for me, and we’re here to help.

    Randy Russell

    Superintendent, Freeman School District (Wash.)

    Randy Russell
  • There is no preparing for the worst, but I remember thinking at the time, 'Who can I call right now? Where do I begin?' Janet Robinson with AASA’s crisis support hotline helped me think through the immense task ahead and gave a semblance of structure to the chaos so I could lead one day at a time - asking the right questions of myself and my team throughout the long journey. This is what we aim to provide for other districts.
    Kimberley Cantu

    Superintendent, Mansfield Independent School District (Texas)

    Kim Cantu
  • As a superintendent, there is no greater access to resources, research or a community of superintendent peers facing similar challenges. I can confidently say that I am a better superintendent because of the individuals I have met through AASA. 
    Summer Schultz

    Superintendent, Dell Rapids School District 49-3 (S.D.)

    Summer Schultz
  • "In this cohort, I learned that only 1% of superintendents in the entire country are Latina. Considering that a quarter of students in our nation’s public schools are Latino/a, this disparity really struck me. The gap between representation and student population was something I could not ignore. Through the guest speakers and learning activities, I emerged ready to re-enter my research journey."

    Mallory Umar

    Director of Curriculum and Instruction, School District of Cudahy (Wisc.)

  • Our charge now is to create a cohesive, integrated framework so that all of our services and supports are aligned and data-driven to assess both need and impact. We envision that by partnering with JED, we will develop a comprehensive districtwide framework built upon the foundation of JED’s seven domains.
    Damon Monteleone

    Superintendent, Montgomery County Public Schools (Md.)

  • Students do better when they feel safe, supported, and connected, and teachers and staff are happier and more productive when they feel respected and supported. We are eager to make this investment in the District Comprehensive Approach because we feel it is an important opportunity to learn and grow alongside other innovative and proactive educational and mental health leaders.

    David Law

    Superintendent, Minnetonka Public Schools (Minn.)

    David Law
  • The AASA National Superintendent Certification Program® has provided me with invaluable opportunities to connect with superintendents from across the nation, each bringing their own lived experiences and insights. This exchange, coupled with top-notch administrative resources and a supportive Professional Learning Community, has significantly enhanced my ability to lead effectively and drive positive change in my district, fostering a more inclusive and resilient educational environment.
    Brian W. Scriven

    Superintendent, Cheltenham Twp School District (Pa.)

    Brian W. Scriven
  • Learning 2025 empowers my school community with the tools and insights necessary to thrive in an ever-evolving educational landscape.
    Gennaro Piraino

    Superintendent, Franklin Regional School District (Pa.)

    Gennaro Piraino
  • The cohort's workshops and training sessions have deepened my expertise in mental health practices, and being part of the cohort has provided me access to a wealth of resources and tools that can be adapted to our own district's needs.
    Jen Sahr

    Assistant Director, Educational Justice, Fargo Public Schools (N.D.)

    Jen Sahr
  • Being a superintendent is hard. AASA makes it less so. It lets you know who your “pack” is and provides incredible, relevant and meaningful information. It never has even occurred to me to not be a member.
    PJ Caposey

    Superintendent, Meridian Community Unit School District 223 (Ill.)

    PJ Caposey
  • There is no greater access to resources, research or a community of superintendent peers facing similar challenges. I can confidently say I am a better superintendent because of the individuals I have met through AASA.
    Summer M. Schultz

    Superintendent, Brookings School District (S.D.)

    A white blonde woman with blue eyes smiling wearing a blue collared shirt
  • I belong to AASA because of the high-quality professional development that is provided, the resources available just clicks away, and the information available to members regarding national legislation, policy, and the educational landscape. To date, none of the organizations I belong to have fulfilled this need as well as AASA.”
    Kimberly Rizzo Saunders

    Superintendent, Kennett Consolidated School District (Pa.)

    Kimberly Rizzo Saunders
  • The Teaching and Learning Cohort has quickly become a valued partner in the improvement efforts in my district. The facilitation work by HMH has been a great model to bring back to my administrative team. Additionally, the collective knowledge, experiences and commitment of the leaders from around the country creates an environment that leads to deep discussion and analysis of the many challenges we are facing in public education.

    Mary Henderson

    Superintendent, Roselle School District 12 (Ill.)

  • In my 22 years of education, I have never been involved in a program with the impact Hope Squad has had. The program truly brings a community together. The number of students we have saved both inside and outside of our school district is beyond life changing.
    Holly Ferguson

    Superintendent, Prosper Independent School District (Texas)

    Holly Ferguson
  • Because we know the role of education benefits both individuals and the society in which we live and thrive,  the support and investment in education leaders, both principals and systemic leaders, is critical in charting a course forward toward success of every child that we serve in our schools. Preparing and supporting leaders with tools that enhance their capacity to promote and enact equitable decision making responsive to the needs of what we know to be an increasingly diverse  stakeholder community is paramount.
    Rotunda Floyd-Cooper

    Vice President, Educational Leadership, Wallace Foundation

  • While superintendents have many responsibilities, the role of effective communicator is among the most important. The Leadership in School Communication Program provides participants with practical training and resources that can benefit both novice and experienced superintendents.

    Rob Anderson

    Superintendent, Boulder Valley School District (Colo.)

    Rob Anderson
  • The superintendency has a myriad of nuances and the complexity of the position can be daunting.  AASA is a professional organization that provides mentoring support, a network for sharing innovative ideas, advocacy for public education and a bridge between the “knowing and doing” gap. Because of my AASA connections and learning opportunities, I feel my perspective has broadened and my commitment to do what is best for all children is strengthened.

    N. Shalene French

    Superintendent, Caldwell School District 312 (Idaho)

    N. Shalene French
  • As we look to the future of our children and how we are preparing them for a different future, how we lead schools matters. And it matters greatly.

    Mary Templeton

    Superintendent, Washougal School District (Wash.)

    Mary Templeton
  • I can’t emphasize enough the importance of developing networks and cohorts of educational leaders and colleagues in order to learn and grow together. AASA provides numerous opportunities within a wide range of relevant and meaningful evidence-based practices aimed at supporting all students in their pursuit of school, work and life success.
    Theron J. Schutte

    Superintendent, Marshalltown Community School District (Iowa)

    TheronSchutte
  • AASA provides me with invaluable resources to be a successful leader and connects me with other leaders.

    Jeff Butts

    Superintendent, Metropolitan School District of Wayne Township, Indianapolis, Ind.

    Jeff Butts
  • Public schools know the considerable value afterschool and summer learning opportunities provide in a learning community. This initiative will enhance students with enrichment, tutoring and exposure that will lead to innovative ideas and new ways of learning. It is our duty to create new pathways that will provide new resources for learning as we continue to emerge from the pandemic.
    David Schuler

    Executive Director, AASA, The School Superintendents Association

    David Schuler
  • The AASA Certification Alumni Consortium has been one of the best decisions I have made for my continued professional growth and development as a superintendent. Each session was designed with the needs and questions of the participants in mind; it was not a cookie-cutter program with predetermined topics and speakers, so I gained a lot from each session. I credit Amy Sichel and the staff at AASA for their extra effort to be responsive to our needs and in designing a program that is individualized and timely. 
    Tameshia Grimes

    Superintendent, Nottoway County Public Schools (Va.)

    Tameshia V. Grimes
  • The AASA Certification Alumni Consortium is a valuable component of my personal and professional development. The AASA leadership coupled with the networking and collaboration with the incredibly skilled colleague participants made the program invaluable.

    George F. Fiore

    Executive Director, Chester County Intermediate Unit (Pa.)

    George Fiore
  • The opportunity to participate in the first Alumni Consortium following my experience in the AASA Certification program was incredibly rewarding. The focus on innovation and constructive initiatives was spot on! Effective professional learning opportunities are challenging to find as a Superintendent. The relevant and fluid nature of the AASA Alumni Consortium program makes it a unique opportunity for Superintendents to grow and develop as leaders.
    Bridget Weiss

    Superintendent, Juneau School District (Alaska)

    Bridget Weiss
  • We are on the cusp of a new era in public education. Superintendents nationwide are joining together through the Learning 2025 Network to take a future-driven approach to transform public education.
    David R. Schuler, Ph.D.

    Executive Director, AASA, The School Superintendents Association

    David Schuler
  • Our elementary students experience loss of family, they witness struggles in the household, they have challenges with making friends, and so much more. I believe support at the elementary level is critical to help students build the coping skills they will need to navigate their entire lives, the foundation built in the early years is absolutely essential.
    Julie Vitale

    Superintendent, Oceanside Unified School District (Calif.)

  • The research is very clear that early learning builds a foundation for future success for students. It’s important as a nation that we invest in early learning.
    Peter Finch

    Superintendent, West Valley School District 208 (Wash.)

    Peter Finch
  • As the old saying goes, “people don’t care how much we know until they know how much we care.” Flashy culture programs won’t accomplish our objectives unless, as leaders, we demonstrate true care and concern for those we serve. A positive culture will support a focus on the mental health needs of everyone in the organization.
    Paul Imhoff

    AASA Past President | Director of Government Relations, Buckeye Association of School Administrators (BASA)

    Paul Imhoff
  • As we continue to review our mental health/education landscape, we must pay close attention to the feedback we receive from our students at all levels. Discussions with our students will better inform us as to how we can provide immediate quality mental health support.

    Wanda Cook-Robinson

    Superintendent, Oakland Schools (Mich.)

    Wanda Cook Robinson
  • The conference provided solutions to current issues, innovative ideas from practitioners, and an opportunity to network with peers and vendors in a setting conducive to relationship building.

    Takeda LeGrand

    Assistant Superintendent of Curriculum and Instruction, Hertford County School District (N.C.)

  • The AASA National Conference on Education influenced my thinking, increased my network, strengthened our team and provided opportunities to reflect on our practice. Thank you AASA! 

    John Malloy

    Superintendent, San Ramon Valley USD (Calif.)

    John Malloy
  • Several sessions I attended on systems and equity were very valuable for the work I am doing in my school district.

    2023 NCE Attendee
  • The NCE Conference is an experience for administrators and teachers alike to glean vital contacts and services that will catapult their district forward. It is purposeful and relevant to education leaders everywhere! 

    Geri Gilstrap

    Superintendent, Stilwell Public Schools (Okla.)

    Geri Gilstrap
  • NCE is the best professional development and networking event each year. It renews my "why" and gives me an opportunity to share and learn with colleagues from across the US. 

    John J. Buckey

    Superintendent, Marblehead Public Schools (Mass.)

    John Buckey
  • I found the sessions and networking to be outstanding. I appreciate hearing the honesty and vulnerability from so many talented superintendents and educational leaders. I learned from all of them.

    2023 NCE Attendee
  • My leadership practice has changed as a result of the Principal Supervisor Academy. I now have the tools to focus specifically on the things that matter the most in affecting educational outcomes.

    Vickie Poe

    Assistant Superintendent, Dallas County School District (Alabama)

  • I am much more cognizant about protecting principals’ instructional leadership time. Also, on my site visits and in my conversations with principals, I am constantly thinking about the through line to students and how what we are doing is going to impact student learning. This Academy has brought increased awareness and reflection to my practice.

    Shane Dublin

    Executive Director - Secondary Education, Springfield Public Schools

  • How a school district receives revenue might look different from state to state but all superintendents are faced with the same budget challenges, how to send, when to spend, and who to spend money on. The AASA/Georgetown University education finance cohort gave me the opportunity to hear from experts about the research and best practices. And, more importantly, it was the chance to process and brainstorm budget ideas with superintendents from across the country. 

    G.A. Buie

    Executive Director, United School Administrators of Kansas

  • In school crisis situations, it’s imperative that resources are readily available to help school staff, educators and administrators make important decisions. ASCA is dedicated to working with partner organizations to provide information and tools to help these leaders make sound decisions related to the care of their school communities.
    Jill Cook

    Executive Director, American School Counselor Association (ASCA)

    Jill Cook
  • The most valuable part of the program was connecting with diverse groups of mentors and mentees across the nation who have made themselves available as thought partners. These people had, and will continue to have, a lasting impact on how I think about, and act upon, the challenges we face in education.
    Robert Quinones

    Director of Leadership & Engagement, Casa Grande Elementary School District (Ariz.)

    Robert Quinones
  • It was very powerful to ground ourselves in understanding how our culture influences our leadership, as an asset and not as part of a deficit mindset.

    Learning from Latino/a leaders who are doing the work allowed me to build my capacity and strengthen my impact to improve outcomes for all students!

    Jusmar Rodriguez Maness

    Chief Academic Officer, Guilford County Schools (N.C.)

    Jusmar Rodriguez Maness
  • We often talk about lifelong learning, but we rarely give ourselves opportunities to engage in that learning. Learning 2025 serves as the perfect remedy—a remedy for future-driven, equity-focused education.
    Shari Camhi

    Superintendent, Baldwin Union Free School District (N.Y.)

    Shari Camhi
  • This initiative alone has driven conversations toward unprecedented realizations, and we have pushed our leaders to learn, unlearn and relearn—and to think boldly while doing so in support of each and every child—especially those who are furthest away from educational opportunity.

    Calvin J. Watts

    Superintendent, Gwinnett County Public School District (Ga.)

    Calvin J. Watts
  • As a result of our focus on STEM education, our students are constantly aware of how their education relates to the world beyond the classroom.
    Elie Bracy

    Superintendent, Portsmouth City Schools, VA

  • The superintendency requires constant learning as new challenges evolve. AASA is the thought leader in proactively identifying challenges and providing resources to help me learn.
    Joseph Roy

    Superintendent, Bethlehem (Pa.) Area School District

    Joseph Roy testimonial
  • AASA provides opportunities to develop, grow and strengthen superintendents’ leadership. It provides a network of superintendents.
    Kamela Patton

    Superintendent, Collier County Public Schools, Naples, Fla.

    Kamela Patton testimonial
  • The ability to network with colleagues from across the nation, advocate for a high-quality education for all and keep current on educational trends.
    Noris Price

    Superintendent, Baldwin County School District, Milledgeville, Ga.

    Noris Price testimonial
  • The strong position of advocacy AASA takes for public education. Building on the words of the visionary Navajo Chief Manuelito, it is the ladder we must climb to achieve a brighter future for our children.
    Quincy Natay

    Superintendent, Chinle (Ariz.) Unified School District 24

    Quincy Natay testimonial
  • Superintendents are as strong as the network they are able to develop. AASA has been critical to my development and maturation. The training, publications, programs and advocacy that AASA provides have simply been invaluable.
    Curtis Cain

    Superintendent, Wentzville (Mo.) School District

    Curtis Cain testimonial
  • AASA improves the growth of its members with quality professional development. I want to be an active part of that work.
    Alton Frailey

    Superintendent, Katy, Texas

    Alton Frailey
  • I love to learn and love to learn from my colleagues. They share what is real, difficult and promising. The connections have been priceless.
    Mary Ann Ranells

    Superintendent, West Ada Joint School District 2, Meridian, Idaho

    Mary Ann Ranells
  • Being an AASA member broadens my base of knowledge and allows me to understand perspectives from different types of communities. It has been an amazing experience as a Governing Board member as well.
    Shari Camhi

    Superintendent, Baldwin, N.Y.

    Shari Camhi
  • Membership offers me a broader understanding of the impact of federal laws and policies on North Carolina and the country.
    Rodney Shotwell

    Retired Superintendent, Rockingham County Schools, Eden, N.C.

    Rodney Shotwell testimonial
  • AASA has always been a great place for collaboration and leadership development. It is a great way to hear new ideas and share best practices.
    Ian Saltzman

    Superintendent, Everett (Wash.) Public Schools

    Ian Saltzman testimonial
  • To know that you have a professional organization that always has your back in any advocacy situation is enormously comforting.
    Kenny Rodrequez

    Superintendent, Grandview, Mo.

    Kenny Rodrequez
  • AASA is my association, focused on my chosen vocation, advocating for my public schools. AASA provides me with invaluable resources to be a successful leader and connecting me with other leaders.

    Jeff Butts

    Superintendent, Metropolitan School District of Wayne Township, Indianapolis, Ind.

    Jeff Butts
  • An AASA membership allows me to interact, engage, learn with and from our nation’s premier thought leaders and educational experts.
    Baron Davis

    Superintendent, Richland School District Two, Columbia, S.C.

    Baron Davis
  • AASA gives me opportunities to collaborate with like-minded superintendents who are passionate about improving public education. My professional network is fellow AASA members. We support each other.
    Matt Miller

    Superintendent, Lakota Public Schools, Liberty Township, Ohio

    Matt Miller
  • If we don’t help each other who will? I have found the AASA network invaluable to my growth as a superintendent.
    Michael Nagler

    Superintendent, Mineola Union Free School District, Mineola, N.Y.

    Michael Nagler
  • We have an obligation as school leaders to know the context that impacts our schools on local, state and national levels. I count on AASA to keep me informed.
    Brian Woods

    Deputy Executive Director of Advocacy, Texas Association of School Administrators

    Brian Woods
  • One of my favorite recess games was Red Rover. I think of AASA like a big line of school districts and district administrators nationwide who lock arms with the goal of not letting any child get through the line and experience failure.
    Jane Stavem

    Superintendent, Sioux Falls (S.D.) School District

    Jane Stavem Testimonial
  • As a relatively new superintendent, being an AASA member has given me the opportunity to connect with — and learn from — other amazing district leaders.
    Jared Smith

    Superintendent, South Tama County (Iowa) School District

    Jared Smith Testimonial
  • At every National Conference on Education, there is literally a professional learning opportunity for every aspect of educational leadership.
  • Helping me target what to say to my legislators when I'm talking to them, that's really helpful and helps do good things for the kids.
    Mary Templeton

    Superintendent, Washougal School District (Ore.)

    Mary Templeton
  • Everyone is stronger together, so the info that [AASA] is providing really helps with unified talking points, really being able to advocate together for K-12 systems and have some commonality across the states.
    Paul Coakley

    Superintendent, Multnomah Education Service District (Ore.)

  • The biggest challenge for public education now is trying to get through all the political aspects, and I think AASA helps me do that by giving me a place of knowing what’s happening not only locally, and in my state, but the nation as well.
    Curtis Jones

    Superintendent, Bibb County Schools (Ga.)

  • One of the most valuable aspects of AASA right now is the initiative for Learning 2025. Being a part of that initiative has offered me more opportunity than I could have imagined to figure out 'how do we move our schools forward, how do we support the whole child, how do we have future-driven schools, and how do we make sure that no child, not even one, is marginalized'.

    Mary Templeton

    Superintendent, Washougal School District (Ore.)

    Mary Templeton
  • It’s important to be a part of a professional organization that gives us standards and ethics and professional literature around our work and its important to stay connected with the leading edge in education and have a voice in leading that as well. AASA gives us an opportunity to do that.
    Yaw Obeng

    Superintendent, Hickman Mills C-1 School District (Mo.)

  • The thing that I use the most is simply the updates. It gives me a quick snapshot of things to be keeping up on, things that might be coming, what our organization is advocating for.
    Wade McKittrick

    Superintendent, Wabasso Public School (Minn.)

  • As a superintendent, you can't find a better organization. The network is incredible.
    M. Ann Levett

    Superintendent, Savanna-Chatham County Public School System (Ga.)

    Ann Levett
  • I would say it's the wisest investment any superintendent or central office staff person can make.
    M. Ann Levett

    Superintendent, Savanna-Chatham County Public School System (Ga.)

    Ann Levett
  • This is one of the best opportunities for professional development on the planet.
    Jeffrey D. Thake

    Superintendent, Aberdeen School District 5 (Wash.)

    Jeff Thake
  • My membership in AASA is absolutely like my secret weapon. It is that jack-of-all-trades organization I can fall back on. It's the friend you call when you just don't know what to do when you're stuck. That's priceless.
    Keely Roberts

    Superintendent, Zion Public School District 6 (Ill.)

  • When I pick up the phone to call AASA, someone responds.
    Brian Creasman

    Superintendent, Fleming County School District (Ky.)

  • Professional support and a quick response is so comforting for newbies like me.
    Joseph Eiland

    Superintendent, Butler County School District (Ala.)

  • There’s never been a more important time to be an AASA member. AASA exists to serve us in the field so that we can serve each child. AASA has worked tirelessly throughout the pandemic to advocate on our behalf to make sure our voices are heard so that we can keep our eye on doing what is best for each of our local districts…I’m proud to be a member of AASA.
    Paul Imhoff

    Superintendent, Upper Arlington Schools (Ohio)

    Paul Imhoff
  • The opportunities for professional development are second to none. AASA membership afforded me the opportunities to develop friendships with colleagues all across the country. 

    Rodney Shotwell

    Retired Superintendent, Rockingham County Schools (N.C.)

    Rodney Shotwell
  • I believe that a superintendent is as strong as the network that they are able to develop. AASA has been critical to my development and maturation as a superintendent. The training, publications, programs and advocacy that AASA provides have simply been invaluable to me. AASA membership would be at the top of a prioritized list of investments for an effective, solution-oriented superintendent to make.

    Curtis Cain

    Superintendent, Rockwood School District (Mo.)

    Curtis Cain
  • Stay abreast of the latest leadership research and news. Continue learning.
    Nikolai Vitti

    Superintendent, Detroit (Mich.) Public Schools Community District

    Nikolai Vitti
  • As a novice school administrator, AASA was one of the first resources that I would search to find information to enhance my leadership abilities. AASA has current information that is research-based with an equity lens and a solution-oriented approach.
    Valerie Bridges

    Superintendent, Edgecombe County (N.C.) Public Schools

    Valerie Bridges Testimonial
  • I greatly appreciate the professional development and network opportunities to learn, collaborate and grow with others, especially during this incredible year. The webinars while managing crises have been primary resources.

    Noreen Bush

    Superintendent, Cedar Rapids (Iowa) Community School District

    Noreen Bush Testimonial
  • It’s too easy to stay in your own world and miss out on exposure to fresh and innovative thinking. AASA offers me these opportunities.

    Christy Perry

    Superintendent, Salem-Keizer School District, Salem, Ore.

    Christy Pery
  • I’m passionate about AASA’s mission to advocate for equitable access by offering the highest quality public education. I became a member of AASA because I value the support provided to school leaders and believe we are truly stronger together.

    Joris M. Ray

    Former Superintendent

    Joris Ray
  • We are all part of a larger enterprise called public education. AASA is the best organization for school leaders from which to learn. We also contribute to our profession when we give back to AASA.
    James Merrill

    Superintendent, Wake County Public Schools, Cary, N.C.

    James Merrill
  • AASA provides exceptional support through publications, networking and advocacy. I always count on AASA.
    Suzanne Lacey

    Superintendent, Talladega County, Ala.

    Suzanne Lacey
  • Membership ensures legislative representation and advocacy on behalf of all public education students, specifically those students I serve in my community.
    Samantha Fuhrey

    Superintendent, Newton County School System, Covington, Ga.

    Samantha Fuhrey
  • The resources and networking are invaluable! AASA personalizes learning opportunities and supports individual needs.
    Pat Deklotz

    Superintendent, Kettle Moraine School District, Wales, Wis.

    Pat Deklotz
  • Part of our responsibility as education leaders is to advocate for policies that are more just and resources to support this important work. Being part of a larger advocacy voice is important.
    Michelle Reid

    Superintendent, Northshore School District, Bothell, Wash.

    Michelle Reid
  • I am passionately connected to the professional development and advocacy for student success AASA consistently designs. Nationally, AASA provides forums for superintendents to remain current in effective education leadership.
    Khalid Mumin

    Superintendent, Lower Merion School District (Pa.)

    Khalid Mumin
  • I'm an AASA member for the opportunity to stay abreast of current skills, techniques and trends in education.
    Gwendolyn P. Shannon

    Superintendent, Southampton County Public Schools, Courtland, Va.

    GwendolynShannon
  • AASA produces high-quality reports and literature/studies to which I have access. I also appreciate the advocacy for children.
    John Asplund

    Superintendent, Farmington, Ill.

    John Asplund
  • The professional learning and networking opportunities provided through the AASA National Superintendent Certification Program® was one of the most valuable continual learning experiences I participated in throughout my career. Collegial reflection on our professional practice with others in the field who are navigating the same growth opportunities continues to be invaluable.
    Brett A. Cooper

    Superintendent, Daniel Boone Area School District (Pa.)

  • The AASA National Superintendent Certification Program® not only broadened my learning, but it reinvigorated my leadership. The relationships I developed with high-quality leaders from all over the country will serve me for the rest of my career and beyond.

    Heidi Eliopoulos

    Superintendent, School District of Altoona (Wis.)

  • The comprehensive high school is the dinosaur in the room and is designed to prepare all students for a high school diploma. Yet we know that 99% of all high-wage, high-demand careers require training beyond a high school degree. If we don't hold high expectations for all students to earn more than a high school degree, then only a small percentage of students will be truly prepared for success.

    Kim Alexander

    Founder, Collegiate Edu-Nation

  • If you want to be a change agent, if you want to see all children be successful, and more importantly, those children who historically have been disadvantaged, if you want to push your own thinking and your own perception of reality, then you need to join the urban superintendents program.

    Kimberly Mackey

    Principal, San Francisco Unified, Calif.

  • The Rossier School of Education at USC has a long and proud legacy of training educational leaders who serve in school districts throughout the nation. Through our partnership with AASA we are able to bring our expertise to prepare a new generation of urban district leaders to confront the most complex challenges facing schools today. 

    Pedro Noguera

    Dean, USC Rossier School of Education

  • Our Highline promise is to know every student by name, strength and need so they graduate prepared for the future they choose. And if we are going to deliver on that promise with honesty, integrity and authenticity then we have to provide expanded pathways.
    Susan Enfield

    Superintendent, Highline Public Schools (Wash.)

    Susan Enfield
  • Youth apprenticeship has the opportunity to absolutely transform career-connected learning in Colorado. We started out with six occupations. Now we have 19 different apprentice-able occupations in the CareerWise Suite. In Switzerland, our model is based on the Swiss apprenticeship model, which has 230. So, really, the skill is the limit in terms of opportunities students can train for in their youth apprenticeship space.
    Bernard McCune

    Executive Director for Career and College Success, Denver Public Schools

    Bernard McCune
  • Youth apprenticeship has the opportunity to absolutely transform career-connected learning in Colorado. We started out with six occupations. Now we have 19 different apprentice-able occupations in the CareerWise Suite. In Switzerland, our model is based on the Swiss apprenticeship model, which has 230. So, really, the skill is the limit in terms of opportunities students can train for in their youth apprenticeship space.
    Meaghan Sullivan

    Chief Program Officer, CareerWise Colorado

    Meaghan Sullivan
  • All industries in Kentucky are struggling to find employees and skilled employees are what is in highest demand. Youth apprenticeships represent one of those opportunities that in the past has been offered for training purposes for adults, but we want to speed up feeding the pipeline by starting youth apprenticeships, and we've had great success with it up to this point.
    David Horseman

    Associate Commissioner of Career and Technical Education, Kentucky Department of Education

    David Horseman
  • The most exciting thing about an apprenticeship with students is the fact that they get an opportunity to have a work-based experience. They get to see what day-to-day will actually be like in business or industry—and they also start to appreciate what they need inside their classes to be successful.
    Sarah Grobbel

    Assistant Superintendent for Career and Innovation, Cherry Creek School District

    Sarah Grobbel
  • Youth apprenticeships are a critical part of my leadership agenda. It’s about moving away from the idea that everybody needs to go to college. Every student needs to find their own individual pathway for their future. That could be a four-year college, a two-year college, an apprenticeship, an internship, a certificate, or the military—or go straight to work. An apprenticeship is important because it gives students real-world work experience before they leave us.
    Scott Siegfried

    Superintendent, Cherry Creek School District

    Scott Siegfried
  • (Students) are getting paid while they're in class, they're getting their tuition paid for. They're going to come out of high school making $40,000 to $50,000 a year with tremendous opportunity for advancement. They're going to come out debt free. We're creating children that are employable or that even if they go off to college, they have the opportunity to not be in that 40%, or not being that 60% that don't get a degree.
    Erik Olejarczyk

    Principal, Charlotte-Mecklenburg Schools

    Eric Olejarczyk
  • This is one of the programs that you could call a ‘nobrainer.’ When our kids take two CareerConnect classes, they are 40% more likely to graduation on time.
    Susanna Cordova

    Superintendent, Denver Public Schools

    Susanna Cordova
  • “The Aspiring Superintendents Academy® was an incredible professional learning experience and provided me the opportunity to gain the skills necessary to successfully prepare for the role of superintendent. The mentorship and networking strengthened my leadership ability and created lasting connections to colleagues that I continue to benefit from today.” 

    Adam Leckie

    Superintendent, Casa Grande Elementary School District (Ariz.)

  • Never stop learning and working toward your goals as you can accomplish more than you realize. The extra effort that you put in at any level will then inspire the next generation of leaders.
    Gustavo Balderas

    Superintendent, Beaverton School District (Ore.)

    Gustavo Balderas
  • "Meriden Public Schools is committed to providing ongoing support for teachers and students, as our technology programs continue to level the playing field for all students in our district. For students to succeed in the 21st century, we must continue to scale up these efforts to meet the needs of students in the digital age they live in."
    Mark Benigni

    Superintendent, Meriden Public Schools (Meriden, Conn.)

  • "Combining our efforts to break new ground for rising ed-tech leaders is certain to benefit our schools districts, our communities and most importantly, the 50 million plus students attending our public schools. Digital transitions are not a 'nice-to-have' but a 'must-have' in the digital age in which we live. We are pleased to be a part of the network of AASA partnerships."

    Keith Krueger

    CEO, CoSN

  • We're really putting our kids in a position to be the next generation of great employees, great citizens, and great people.
    Paul Kelly

    Principal, Elk Grove High School District 214 (Ill.)

  • Since 2018, the Marshalltown school community has experienced a steady stream of trauma, including a physically devastating EF3 Tornado and derecho, aka land hurricane, while simultaneously dealing with the pandemic. We were already doing a lot of work in the SEL realm and becoming a member of the AASA SEL Cohort allowed us to work with a community of passionate professionals who helped us learn, grow, develop and implement evidence-based practices to help ALL of our students cope better with life’s challenges.
    Theron Schutte

    Superintendent, Marshalltown Community School District (IA)

    Theron Schutte
  • “Research shows that effective instructional leadership is a critical factor in increasing student achievement. AASA is proud to partner with The Wallace Foundation, one of the nation’s premiere supporters of education leaders, to provide high-quality instructional leadership resources to our members nationwide. This partnership builds on AASA’s ongoing efforts to support and grow current and aspiring school system leaders.”

    Dan Domenech

    Former Executive Director, AASA, The School Superintendents Association

  • School districts must be prepared in order to ensure on-going school safety and respond appropriately when a crisis does occur. Key elements include balancing physical and psychological safety, establishing an appropriately trained school crisis team, addressing the mental health needs of students and staff, and having access to succinct, evidence-based information. School district leaders will find AASA’s toolkit a valuable resource in helping to guide these efforts. School psychologists are critical members of school safety and crisis teams, and NASP is pleased to contribute some of our expert resources to the School Safety and Crisis Planning toolkit to support effective prevention, response, and recovery.
    Kathleen Minke

    Executive Director, National Association of School Psychologists (NASP)

    Kathleen Minke, executive director of NASP, poses for a headshot
  • When we talk about breaking down barriers…a strong early learning start gives everyone even footing to achieve their full potential.
    Kristi Dominguez

    Superintendent, Ferndale School District (Wash.)

  • NSPRA is proud to partner with AASA and provide the necessary resources in our efforts to help ensure the safety of our schools and most importantly, our students. We know that speed and accuracy are critical components in any crisis situation for well trained school safety and crisis teams. Their plans should be reviewed and practiced on a regular basis.
    Barbara M. Hunter, APR

    Executive Director, National School Public Relations Association (NSPRA)

    Barbara Hunter, executive director of NSPRA, poses for a headshot
  • Everyone has the responsibility to provide a safe and healthy learning environment, whether you are a school district leader, administrator, teacher, parent, student, or other member of the community. Together, we can foster positive and inclusive environments, provide effective social-emotional care and mental health programs, improve critical safety technologies, and enhance risk-management processes to address whatever crises may come our way. ASBO International is proud to do its part by providing tools that districts need to help our children learn, grow, and thrive.
    David Lewis

    Executive Director, Association of School Business Officials International (ASBO)

    David Lewis, executive director of ASBO, poses for a headshot
  • The horrific school shootings we continue to hear about have created a turning point toward the issue of school safety. All children have the right to live and learn in a safe environment. As the nation’s largest organization representing the leaders of our public schools, we felt it was our responsibility to create a digital safety solution package, specifically tailored for AASA members as well as non-member superintendents in their plight against the gun violence that continues to threaten our schools and students.
    Dan Domenech

    Former Executive Director, AASA, The School Superintendents Association

    Dan Domenech, executive director of AASA, The School Superintendents Association, poses for a headshot
  • ...an experience for me like nothing else in my career development...I will look back forever on my career and attribute the growth and my personal development to the things I've learned through this course.

    Maggie Fehrman

    Superintendent, City Schools of Decatur (Ga.)

    Maggie Fehrman, City Schools of Decatur (Ga.)
  • The West Valley School District has benefited from professional development provided by AASA for numerous years. Through my participation, I have gained access to some of the best researchers and practitioners from across the nation. Our district has focused our improvement efforts through a coordinated approach provided by AASA.

    Peter Finch

    Superintendent, West Valley School District (Wash.)

    Peter Finch

Multiple Testimonials Grid List

  • As we reflect on 50 years of IDEA, our message is simple - we must fully fund this federal education law to support the education of students with disabilities. By honoring the commitment made in 1975, Congress will enable districts to use dollars to address crucial local needs.
    David Schuler

    Executive Director, AASA

    David Schuler Headshot
  • At its core, IDEA represents a promise that every child will be seen, supported, and valued. That promise has transformed public education for half a century, but it remains unfinished. As district leaders, we must continue advocating for the resources, understanding, and empathy needed to fulfill IDEA’s vision for the next generation.
    Thomas Toohey

    Assistant Superintendent of Pupil/Special Services, Edison Township Public Schools (N.J.)

    Dr. Thomas Toohey Headshot
  • As we celebrate IDEA’s 50-year legacy, our hope is Congress will take steps towards funding IDEA as promised. The shortfall of the promised 40% funding level places incredible strain on local budgets, especially when student needs are intensifying and workforce shortages are real — and growing.
    Gay Anne McDonald

    Executive Director, Maine Administrators of Services for Children with Disabilities (MADSEC)

    Gay Anne McDonald
  • On this 50th anniversary, we must do more than celebrate the purpose of IDEA. We must reaffirm our nation’s commitment to fully supporting and funding IDEA. The promise made in 1975 must be a guarantee kept for the next 50 years and beyond.
    Gladys Cruz

    Superintendent, Questar BOCES III (N.Y.), AASA Past President

    Gladys Cruz
  • We want our teachers to love this work, to be successful, to meet the unique needs of our students, and to be able to have their life outside of school, too…This [teaching] is not their life, it is their passion.

    David Law

    Superintendent, Minnetonka Public Schools (Minn.)

    David Law
  • [This academy] focuses squarely on what the research and the field demand: clarifying the role of principal supervisors as instructional leaders, building their coaching skill sets and helping districts align systems so principals and their schools can thrive. If your district is interested in strengthening its leadership pipeline, investing in principal supervisors is one of the highest-leverage moves you can make.

    David Schuler

    Executive Director, AASA, The School Superintendents Association

    David Schuler Headshot
  • “[These competencies] are the skills our students can use no matter their goals or chosen pathways. Together they represent the portrait that should look back at us when a student earns their diploma.
    Sonja Brookins Santelises

    Chief Executive Officer, Baltimore City Public Schools (Md.)

  • While the Portrait itself drives alignment between workforce needs and student preparation, it is our educators who help expose students to the real-world competencies during their K-12 journey that truly prepare them for life after graduation.

    Catherine Truitt

    State Superintendent, North Carolina Department of Public Instruction

  • Good captains [leaders] embrace flexibility, making real-time decisions while keeping their crews engaged and motivated. Let’s stay the course...and work together to ensure each student reaches their destination, empowered and capable to embrace the opportunities ahead of them.
    David Law

    Superintendent, Minnetonka Public Schools (Minn.)

    David Law
  • This work is a testament to our belief in an education that uplifts every student, regardless of their background. It’s about empowerment ... and fostering a future where every learner will thrive.
    Angela Chapman

    Superintendent, Columbus City Schools (Ohio)

  • Our students were telling us that they didn’t have the confidence to embark on their post-secondary plans, that they weren’t sure about what they wanted to do, that they were confident at ‘playing school’ but they weren’t confident for life after school.
    Robyn Euker

    Assistant Superintendent for Secondary Education, Cumberland Valley School District (Pa.)

  • The excitement and enthusiasm around our shared vision has been one of the most satisfying aspects of my role as a leader. You don’t develop a Portrait behind closed doors with your Cabinet. It is something that is born from stakeholder engagement exercises. It is our anchor in the storm.
    Michael Barnes

    Superintendent, Mayfield City Schools (Ohio)

  • Our Portrait of a Graduate serves as the guide for what we try to achieve in all learning experiences. It lays the foundation for meaningful projects that solidify learning and empower students.
    Jeff Brown

    Superintendent, Granville Exempted Village Schools (Ohio)

  • Being an effective communicator is a superpower that is harnessed through clear, consistent and transparent leadership that aligns your actions with your words.
    David Schuler, PhD

    Executive Director, AASA, The School Superintendents Association

    David Schuler Headshot
  • AASA offers an advocacy component that is critical to the success of my organization and public education as a whole.
    Walter Gonsoulin Jr.

    Superintendent, Jefferson County Schools (Ala.)

    Walter Gonsoulin
  • Our duty as educators and school system leaders is to ensure that our students graduate not only as good students but as good citizens.
    David R. Schuler

    Executive Director, AASA, The School Superintendents Association

    David Schuler Headshot
  • Our learning opportunities over the past two days exceeded my expectations. The amount of time we had to collaborate with peers and create actionable plans was invaluable. Being able to move from the theoretical to practical helps ensure action.

    National Principal Supervisor Participant
  • To superintendents navigating a school crisis: you now belong to a club that none of us ever wanted to join. How you lead through the next 10 days will determine the next 10 years for your district. I’ve been there, Cheri Lovre was there for me, and we’re here to help.

    Randy Russell

    Superintendent, Freeman School District (Wash.)

    Randy Russell
  • There is no preparing for the worst, but I remember thinking at the time, 'Who can I call right now? Where do I begin?' Janet Robinson with AASA’s crisis support hotline helped me think through the immense task ahead and gave a semblance of structure to the chaos so I could lead one day at a time - asking the right questions of myself and my team throughout the long journey. This is what we aim to provide for other districts.
    Kimberley Cantu

    Superintendent, Mansfield Independent School District (Texas)

    Kim Cantu
  • As a superintendent, there is no greater access to resources, research or a community of superintendent peers facing similar challenges. I can confidently say that I am a better superintendent because of the individuals I have met through AASA. 
    Summer Schultz

    Superintendent, Dell Rapids School District 49-3 (S.D.)

    Summer Schultz
  • "In this cohort, I learned that only 1% of superintendents in the entire country are Latina. Considering that a quarter of students in our nation’s public schools are Latino/a, this disparity really struck me. The gap between representation and student population was something I could not ignore. Through the guest speakers and learning activities, I emerged ready to re-enter my research journey."

    Mallory Umar

    Director of Curriculum and Instruction, School District of Cudahy (Wisc.)

  • Our charge now is to create a cohesive, integrated framework so that all of our services and supports are aligned and data-driven to assess both need and impact. We envision that by partnering with JED, we will develop a comprehensive districtwide framework built upon the foundation of JED’s seven domains.
    Damon Monteleone

    Superintendent, Montgomery County Public Schools (Md.)

  • Students do better when they feel safe, supported, and connected, and teachers and staff are happier and more productive when they feel respected and supported. We are eager to make this investment in the District Comprehensive Approach because we feel it is an important opportunity to learn and grow alongside other innovative and proactive educational and mental health leaders.

    David Law

    Superintendent, Minnetonka Public Schools (Minn.)

    David Law
  • The AASA National Superintendent Certification Program® has provided me with invaluable opportunities to connect with superintendents from across the nation, each bringing their own lived experiences and insights. This exchange, coupled with top-notch administrative resources and a supportive Professional Learning Community, has significantly enhanced my ability to lead effectively and drive positive change in my district, fostering a more inclusive and resilient educational environment.
    Brian W. Scriven

    Superintendent, Cheltenham Twp School District (Pa.)

    Brian W. Scriven
  • Learning 2025 empowers my school community with the tools and insights necessary to thrive in an ever-evolving educational landscape.
    Gennaro Piraino

    Superintendent, Franklin Regional School District (Pa.)

    Gennaro Piraino
  • The cohort's workshops and training sessions have deepened my expertise in mental health practices, and being part of the cohort has provided me access to a wealth of resources and tools that can be adapted to our own district's needs.
    Jen Sahr

    Assistant Director, Educational Justice, Fargo Public Schools (N.D.)

    Jen Sahr
  • Being a superintendent is hard. AASA makes it less so. It lets you know who your “pack” is and provides incredible, relevant and meaningful information. It never has even occurred to me to not be a member.
    PJ Caposey

    Superintendent, Meridian Community Unit School District 223 (Ill.)

    PJ Caposey
  • There is no greater access to resources, research or a community of superintendent peers facing similar challenges. I can confidently say I am a better superintendent because of the individuals I have met through AASA.
    Summer M. Schultz

    Superintendent, Brookings School District (S.D.)

    A white blonde woman with blue eyes smiling wearing a blue collared shirt
  • I belong to AASA because of the high-quality professional development that is provided, the resources available just clicks away, and the information available to members regarding national legislation, policy, and the educational landscape. To date, none of the organizations I belong to have fulfilled this need as well as AASA.”
    Kimberly Rizzo Saunders

    Superintendent, Kennett Consolidated School District (Pa.)

    Kimberly Rizzo Saunders
  • The Teaching and Learning Cohort has quickly become a valued partner in the improvement efforts in my district. The facilitation work by HMH has been a great model to bring back to my administrative team. Additionally, the collective knowledge, experiences and commitment of the leaders from around the country creates an environment that leads to deep discussion and analysis of the many challenges we are facing in public education.

    Mary Henderson

    Superintendent, Roselle School District 12 (Ill.)

  • In my 22 years of education, I have never been involved in a program with the impact Hope Squad has had. The program truly brings a community together. The number of students we have saved both inside and outside of our school district is beyond life changing.
    Holly Ferguson

    Superintendent, Prosper Independent School District (Texas)

    Holly Ferguson
  • Because we know the role of education benefits both individuals and the society in which we live and thrive,  the support and investment in education leaders, both principals and systemic leaders, is critical in charting a course forward toward success of every child that we serve in our schools. Preparing and supporting leaders with tools that enhance their capacity to promote and enact equitable decision making responsive to the needs of what we know to be an increasingly diverse  stakeholder community is paramount.
    Rotunda Floyd-Cooper

    Vice President, Educational Leadership, Wallace Foundation

  • While superintendents have many responsibilities, the role of effective communicator is among the most important. The Leadership in School Communication Program provides participants with practical training and resources that can benefit both novice and experienced superintendents.

    Rob Anderson

    Superintendent, Boulder Valley School District (Colo.)

    Rob Anderson
  • The superintendency has a myriad of nuances and the complexity of the position can be daunting.  AASA is a professional organization that provides mentoring support, a network for sharing innovative ideas, advocacy for public education and a bridge between the “knowing and doing” gap. Because of my AASA connections and learning opportunities, I feel my perspective has broadened and my commitment to do what is best for all children is strengthened.

    N. Shalene French

    Superintendent, Caldwell School District 312 (Idaho)

    N. Shalene French
  • As we look to the future of our children and how we are preparing them for a different future, how we lead schools matters. And it matters greatly.

    Mary Templeton

    Superintendent, Washougal School District (Wash.)

    Mary Templeton
  • I can’t emphasize enough the importance of developing networks and cohorts of educational leaders and colleagues in order to learn and grow together. AASA provides numerous opportunities within a wide range of relevant and meaningful evidence-based practices aimed at supporting all students in their pursuit of school, work and life success.
    Theron J. Schutte

    Superintendent, Marshalltown Community School District (Iowa)

    TheronSchutte
  • AASA provides me with invaluable resources to be a successful leader and connects me with other leaders.

    Jeff Butts

    Superintendent, Metropolitan School District of Wayne Township, Indianapolis, Ind.

    Jeff Butts
  • Public schools know the considerable value afterschool and summer learning opportunities provide in a learning community. This initiative will enhance students with enrichment, tutoring and exposure that will lead to innovative ideas and new ways of learning. It is our duty to create new pathways that will provide new resources for learning as we continue to emerge from the pandemic.
    David Schuler

    Executive Director, AASA, The School Superintendents Association

    David Schuler
  • The AASA Certification Alumni Consortium has been one of the best decisions I have made for my continued professional growth and development as a superintendent. Each session was designed with the needs and questions of the participants in mind; it was not a cookie-cutter program with predetermined topics and speakers, so I gained a lot from each session. I credit Amy Sichel and the staff at AASA for their extra effort to be responsive to our needs and in designing a program that is individualized and timely. 
    Tameshia Grimes

    Superintendent, Nottoway County Public Schools (Va.)

    Tameshia V. Grimes
  • The AASA Certification Alumni Consortium is a valuable component of my personal and professional development. The AASA leadership coupled with the networking and collaboration with the incredibly skilled colleague participants made the program invaluable.

    George F. Fiore

    Executive Director, Chester County Intermediate Unit (Pa.)

    George Fiore
  • The opportunity to participate in the first Alumni Consortium following my experience in the AASA Certification program was incredibly rewarding. The focus on innovation and constructive initiatives was spot on! Effective professional learning opportunities are challenging to find as a Superintendent. The relevant and fluid nature of the AASA Alumni Consortium program makes it a unique opportunity for Superintendents to grow and develop as leaders.
    Bridget Weiss

    Superintendent, Juneau School District (Alaska)

    Bridget Weiss
  • We are on the cusp of a new era in public education. Superintendents nationwide are joining together through the Learning 2025 Network to take a future-driven approach to transform public education.
    David R. Schuler, Ph.D.

    Executive Director, AASA, The School Superintendents Association

    David Schuler
  • Our elementary students experience loss of family, they witness struggles in the household, they have challenges with making friends, and so much more. I believe support at the elementary level is critical to help students build the coping skills they will need to navigate their entire lives, the foundation built in the early years is absolutely essential.
    Julie Vitale

    Superintendent, Oceanside Unified School District (Calif.)

  • The research is very clear that early learning builds a foundation for future success for students. It’s important as a nation that we invest in early learning.
    Peter Finch

    Superintendent, West Valley School District 208 (Wash.)

    Peter Finch
  • As the old saying goes, “people don’t care how much we know until they know how much we care.” Flashy culture programs won’t accomplish our objectives unless, as leaders, we demonstrate true care and concern for those we serve. A positive culture will support a focus on the mental health needs of everyone in the organization.
    Paul Imhoff

    AASA Past President | Director of Government Relations, Buckeye Association of School Administrators (BASA)

    Paul Imhoff
  • As we continue to review our mental health/education landscape, we must pay close attention to the feedback we receive from our students at all levels. Discussions with our students will better inform us as to how we can provide immediate quality mental health support.

    Wanda Cook-Robinson

    Superintendent, Oakland Schools (Mich.)

    Wanda Cook Robinson
  • The conference provided solutions to current issues, innovative ideas from practitioners, and an opportunity to network with peers and vendors in a setting conducive to relationship building.

    Takeda LeGrand

    Assistant Superintendent of Curriculum and Instruction, Hertford County School District (N.C.)

  • The AASA National Conference on Education influenced my thinking, increased my network, strengthened our team and provided opportunities to reflect on our practice. Thank you AASA! 

    John Malloy

    Superintendent, San Ramon Valley USD (Calif.)

    John Malloy
  • Several sessions I attended on systems and equity were very valuable for the work I am doing in my school district.

    2023 NCE Attendee
  • The NCE Conference is an experience for administrators and teachers alike to glean vital contacts and services that will catapult their district forward. It is purposeful and relevant to education leaders everywhere! 

    Geri Gilstrap

    Superintendent, Stilwell Public Schools (Okla.)

    Geri Gilstrap
  • NCE is the best professional development and networking event each year. It renews my "why" and gives me an opportunity to share and learn with colleagues from across the US. 

    John J. Buckey

    Superintendent, Marblehead Public Schools (Mass.)

    John Buckey
  • I found the sessions and networking to be outstanding. I appreciate hearing the honesty and vulnerability from so many talented superintendents and educational leaders. I learned from all of them.

    2023 NCE Attendee
  • My leadership practice has changed as a result of the Principal Supervisor Academy. I now have the tools to focus specifically on the things that matter the most in affecting educational outcomes.

    Vickie Poe

    Assistant Superintendent, Dallas County School District (Alabama)

  • I am much more cognizant about protecting principals’ instructional leadership time. Also, on my site visits and in my conversations with principals, I am constantly thinking about the through line to students and how what we are doing is going to impact student learning. This Academy has brought increased awareness and reflection to my practice.

    Shane Dublin

    Executive Director - Secondary Education, Springfield Public Schools

  • How a school district receives revenue might look different from state to state but all superintendents are faced with the same budget challenges, how to send, when to spend, and who to spend money on. The AASA/Georgetown University education finance cohort gave me the opportunity to hear from experts about the research and best practices. And, more importantly, it was the chance to process and brainstorm budget ideas with superintendents from across the country. 

    G.A. Buie

    Executive Director, United School Administrators of Kansas

  • In school crisis situations, it’s imperative that resources are readily available to help school staff, educators and administrators make important decisions. ASCA is dedicated to working with partner organizations to provide information and tools to help these leaders make sound decisions related to the care of their school communities.
    Jill Cook

    Executive Director, American School Counselor Association (ASCA)

    Jill Cook
  • The most valuable part of the program was connecting with diverse groups of mentors and mentees across the nation who have made themselves available as thought partners. These people had, and will continue to have, a lasting impact on how I think about, and act upon, the challenges we face in education.
    Robert Quinones

    Director of Leadership & Engagement, Casa Grande Elementary School District (Ariz.)

    Robert Quinones
  • It was very powerful to ground ourselves in understanding how our culture influences our leadership, as an asset and not as part of a deficit mindset.

    Learning from Latino/a leaders who are doing the work allowed me to build my capacity and strengthen my impact to improve outcomes for all students!

    Jusmar Rodriguez Maness

    Chief Academic Officer, Guilford County Schools (N.C.)

    Jusmar Rodriguez Maness
  • We often talk about lifelong learning, but we rarely give ourselves opportunities to engage in that learning. Learning 2025 serves as the perfect remedy—a remedy for future-driven, equity-focused education.
    Shari Camhi

    Superintendent, Baldwin Union Free School District (N.Y.)

    Shari Camhi
  • This initiative alone has driven conversations toward unprecedented realizations, and we have pushed our leaders to learn, unlearn and relearn—and to think boldly while doing so in support of each and every child—especially those who are furthest away from educational opportunity.

    Calvin J. Watts

    Superintendent, Gwinnett County Public School District (Ga.)

    Calvin J. Watts
  • As a result of our focus on STEM education, our students are constantly aware of how their education relates to the world beyond the classroom.
    Elie Bracy

    Superintendent, Portsmouth City Schools, VA

  • The superintendency requires constant learning as new challenges evolve. AASA is the thought leader in proactively identifying challenges and providing resources to help me learn.
    Joseph Roy

    Superintendent, Bethlehem (Pa.) Area School District

    Joseph Roy testimonial
  • AASA provides opportunities to develop, grow and strengthen superintendents’ leadership. It provides a network of superintendents.
    Kamela Patton

    Superintendent, Collier County Public Schools, Naples, Fla.

    Kamela Patton testimonial
  • The ability to network with colleagues from across the nation, advocate for a high-quality education for all and keep current on educational trends.
    Noris Price

    Superintendent, Baldwin County School District, Milledgeville, Ga.

    Noris Price testimonial
  • The strong position of advocacy AASA takes for public education. Building on the words of the visionary Navajo Chief Manuelito, it is the ladder we must climb to achieve a brighter future for our children.
    Quincy Natay

    Superintendent, Chinle (Ariz.) Unified School District 24

    Quincy Natay testimonial
  • Superintendents are as strong as the network they are able to develop. AASA has been critical to my development and maturation. The training, publications, programs and advocacy that AASA provides have simply been invaluable.
    Curtis Cain

    Superintendent, Wentzville (Mo.) School District

    Curtis Cain testimonial
  • AASA improves the growth of its members with quality professional development. I want to be an active part of that work.
    Alton Frailey

    Superintendent, Katy, Texas

    Alton Frailey
  • I love to learn and love to learn from my colleagues. They share what is real, difficult and promising. The connections have been priceless.
    Mary Ann Ranells

    Superintendent, West Ada Joint School District 2, Meridian, Idaho

    Mary Ann Ranells
  • Being an AASA member broadens my base of knowledge and allows me to understand perspectives from different types of communities. It has been an amazing experience as a Governing Board member as well.
    Shari Camhi

    Superintendent, Baldwin, N.Y.

    Shari Camhi
  • Membership offers me a broader understanding of the impact of federal laws and policies on North Carolina and the country.
    Rodney Shotwell

    Retired Superintendent, Rockingham County Schools, Eden, N.C.

    Rodney Shotwell testimonial
  • AASA has always been a great place for collaboration and leadership development. It is a great way to hear new ideas and share best practices.
    Ian Saltzman

    Superintendent, Everett (Wash.) Public Schools

    Ian Saltzman testimonial
  • To know that you have a professional organization that always has your back in any advocacy situation is enormously comforting.
    Kenny Rodrequez

    Superintendent, Grandview, Mo.

    Kenny Rodrequez
  • AASA is my association, focused on my chosen vocation, advocating for my public schools. AASA provides me with invaluable resources to be a successful leader and connecting me with other leaders.

    Jeff Butts

    Superintendent, Metropolitan School District of Wayne Township, Indianapolis, Ind.

    Jeff Butts
  • An AASA membership allows me to interact, engage, learn with and from our nation’s premier thought leaders and educational experts.
    Baron Davis

    Superintendent, Richland School District Two, Columbia, S.C.

    Baron Davis
  • AASA gives me opportunities to collaborate with like-minded superintendents who are passionate about improving public education. My professional network is fellow AASA members. We support each other.
    Matt Miller

    Superintendent, Lakota Public Schools, Liberty Township, Ohio

    Matt Miller
  • If we don’t help each other who will? I have found the AASA network invaluable to my growth as a superintendent.
    Michael Nagler

    Superintendent, Mineola Union Free School District, Mineola, N.Y.

    Michael Nagler
  • We have an obligation as school leaders to know the context that impacts our schools on local, state and national levels. I count on AASA to keep me informed.
    Brian Woods

    Deputy Executive Director of Advocacy, Texas Association of School Administrators

    Brian Woods
  • One of my favorite recess games was Red Rover. I think of AASA like a big line of school districts and district administrators nationwide who lock arms with the goal of not letting any child get through the line and experience failure.
    Jane Stavem

    Superintendent, Sioux Falls (S.D.) School District

    Jane Stavem Testimonial
  • As a relatively new superintendent, being an AASA member has given me the opportunity to connect with — and learn from — other amazing district leaders.
    Jared Smith

    Superintendent, South Tama County (Iowa) School District

    Jared Smith Testimonial
  • At every National Conference on Education, there is literally a professional learning opportunity for every aspect of educational leadership.
  • Helping me target what to say to my legislators when I'm talking to them, that's really helpful and helps do good things for the kids.
    Mary Templeton

    Superintendent, Washougal School District (Ore.)

    Mary Templeton
  • Everyone is stronger together, so the info that [AASA] is providing really helps with unified talking points, really being able to advocate together for K-12 systems and have some commonality across the states.
    Paul Coakley

    Superintendent, Multnomah Education Service District (Ore.)

  • The biggest challenge for public education now is trying to get through all the political aspects, and I think AASA helps me do that by giving me a place of knowing what’s happening not only locally, and in my state, but the nation as well.
    Curtis Jones

    Superintendent, Bibb County Schools (Ga.)

  • One of the most valuable aspects of AASA right now is the initiative for Learning 2025. Being a part of that initiative has offered me more opportunity than I could have imagined to figure out 'how do we move our schools forward, how do we support the whole child, how do we have future-driven schools, and how do we make sure that no child, not even one, is marginalized'.

    Mary Templeton

    Superintendent, Washougal School District (Ore.)

    Mary Templeton
  • It’s important to be a part of a professional organization that gives us standards and ethics and professional literature around our work and its important to stay connected with the leading edge in education and have a voice in leading that as well. AASA gives us an opportunity to do that.
    Yaw Obeng

    Superintendent, Hickman Mills C-1 School District (Mo.)

  • The thing that I use the most is simply the updates. It gives me a quick snapshot of things to be keeping up on, things that might be coming, what our organization is advocating for.
    Wade McKittrick

    Superintendent, Wabasso Public School (Minn.)

  • As a superintendent, you can't find a better organization. The network is incredible.
    M. Ann Levett

    Superintendent, Savanna-Chatham County Public School System (Ga.)

    Ann Levett
  • I would say it's the wisest investment any superintendent or central office staff person can make.
    M. Ann Levett

    Superintendent, Savanna-Chatham County Public School System (Ga.)

    Ann Levett
  • This is one of the best opportunities for professional development on the planet.
    Jeffrey D. Thake

    Superintendent, Aberdeen School District 5 (Wash.)

    Jeff Thake
  • My membership in AASA is absolutely like my secret weapon. It is that jack-of-all-trades organization I can fall back on. It's the friend you call when you just don't know what to do when you're stuck. That's priceless.
    Keely Roberts

    Superintendent, Zion Public School District 6 (Ill.)

  • When I pick up the phone to call AASA, someone responds.
    Brian Creasman

    Superintendent, Fleming County School District (Ky.)

  • Professional support and a quick response is so comforting for newbies like me.
    Joseph Eiland

    Superintendent, Butler County School District (Ala.)

  • There’s never been a more important time to be an AASA member. AASA exists to serve us in the field so that we can serve each child. AASA has worked tirelessly throughout the pandemic to advocate on our behalf to make sure our voices are heard so that we can keep our eye on doing what is best for each of our local districts…I’m proud to be a member of AASA.
    Paul Imhoff

    Superintendent, Upper Arlington Schools (Ohio)

    Paul Imhoff
  • The opportunities for professional development are second to none. AASA membership afforded me the opportunities to develop friendships with colleagues all across the country. 

    Rodney Shotwell

    Retired Superintendent, Rockingham County Schools (N.C.)

    Rodney Shotwell
  • I believe that a superintendent is as strong as the network that they are able to develop. AASA has been critical to my development and maturation as a superintendent. The training, publications, programs and advocacy that AASA provides have simply been invaluable to me. AASA membership would be at the top of a prioritized list of investments for an effective, solution-oriented superintendent to make.

    Curtis Cain

    Superintendent, Rockwood School District (Mo.)

    Curtis Cain
  • Stay abreast of the latest leadership research and news. Continue learning.
    Nikolai Vitti

    Superintendent, Detroit (Mich.) Public Schools Community District

    Nikolai Vitti
  • As a novice school administrator, AASA was one of the first resources that I would search to find information to enhance my leadership abilities. AASA has current information that is research-based with an equity lens and a solution-oriented approach.
    Valerie Bridges

    Superintendent, Edgecombe County (N.C.) Public Schools

    Valerie Bridges Testimonial
  • I greatly appreciate the professional development and network opportunities to learn, collaborate and grow with others, especially during this incredible year. The webinars while managing crises have been primary resources.

    Noreen Bush

    Superintendent, Cedar Rapids (Iowa) Community School District

    Noreen Bush Testimonial
  • It’s too easy to stay in your own world and miss out on exposure to fresh and innovative thinking. AASA offers me these opportunities.

    Christy Perry

    Superintendent, Salem-Keizer School District, Salem, Ore.

    Christy Pery
  • I’m passionate about AASA’s mission to advocate for equitable access by offering the highest quality public education. I became a member of AASA because I value the support provided to school leaders and believe we are truly stronger together.

    Joris M. Ray

    Former Superintendent

    Joris Ray
  • We are all part of a larger enterprise called public education. AASA is the best organization for school leaders from which to learn. We also contribute to our profession when we give back to AASA.
    James Merrill

    Superintendent, Wake County Public Schools, Cary, N.C.

    James Merrill
  • AASA provides exceptional support through publications, networking and advocacy. I always count on AASA.
    Suzanne Lacey

    Superintendent, Talladega County, Ala.

    Suzanne Lacey
  • Membership ensures legislative representation and advocacy on behalf of all public education students, specifically those students I serve in my community.
    Samantha Fuhrey

    Superintendent, Newton County School System, Covington, Ga.

    Samantha Fuhrey
  • The resources and networking are invaluable! AASA personalizes learning opportunities and supports individual needs.
    Pat Deklotz

    Superintendent, Kettle Moraine School District, Wales, Wis.

    Pat Deklotz
  • Part of our responsibility as education leaders is to advocate for policies that are more just and resources to support this important work. Being part of a larger advocacy voice is important.
    Michelle Reid

    Superintendent, Northshore School District, Bothell, Wash.

    Michelle Reid
  • I am passionately connected to the professional development and advocacy for student success AASA consistently designs. Nationally, AASA provides forums for superintendents to remain current in effective education leadership.
    Khalid Mumin

    Superintendent, Lower Merion School District (Pa.)

    Khalid Mumin
  • I'm an AASA member for the opportunity to stay abreast of current skills, techniques and trends in education.
    Gwendolyn P. Shannon

    Superintendent, Southampton County Public Schools, Courtland, Va.

    GwendolynShannon
  • AASA produces high-quality reports and literature/studies to which I have access. I also appreciate the advocacy for children.
    John Asplund

    Superintendent, Farmington, Ill.

    John Asplund
  • The professional learning and networking opportunities provided through the AASA National Superintendent Certification Program® was one of the most valuable continual learning experiences I participated in throughout my career. Collegial reflection on our professional practice with others in the field who are navigating the same growth opportunities continues to be invaluable.
    Brett A. Cooper

    Superintendent, Daniel Boone Area School District (Pa.)

  • The AASA National Superintendent Certification Program® not only broadened my learning, but it reinvigorated my leadership. The relationships I developed with high-quality leaders from all over the country will serve me for the rest of my career and beyond.

    Heidi Eliopoulos

    Superintendent, School District of Altoona (Wis.)

  • The comprehensive high school is the dinosaur in the room and is designed to prepare all students for a high school diploma. Yet we know that 99% of all high-wage, high-demand careers require training beyond a high school degree. If we don't hold high expectations for all students to earn more than a high school degree, then only a small percentage of students will be truly prepared for success.

    Kim Alexander

    Founder, Collegiate Edu-Nation

  • If you want to be a change agent, if you want to see all children be successful, and more importantly, those children who historically have been disadvantaged, if you want to push your own thinking and your own perception of reality, then you need to join the urban superintendents program.

    Kimberly Mackey

    Principal, San Francisco Unified, Calif.

  • The Rossier School of Education at USC has a long and proud legacy of training educational leaders who serve in school districts throughout the nation. Through our partnership with AASA we are able to bring our expertise to prepare a new generation of urban district leaders to confront the most complex challenges facing schools today. 

    Pedro Noguera

    Dean, USC Rossier School of Education

  • Our Highline promise is to know every student by name, strength and need so they graduate prepared for the future they choose. And if we are going to deliver on that promise with honesty, integrity and authenticity then we have to provide expanded pathways.
    Susan Enfield

    Superintendent, Highline Public Schools (Wash.)

    Susan Enfield
  • Youth apprenticeship has the opportunity to absolutely transform career-connected learning in Colorado. We started out with six occupations. Now we have 19 different apprentice-able occupations in the CareerWise Suite. In Switzerland, our model is based on the Swiss apprenticeship model, which has 230. So, really, the skill is the limit in terms of opportunities students can train for in their youth apprenticeship space.
    Bernard McCune

    Executive Director for Career and College Success, Denver Public Schools

    Bernard McCune
  • Youth apprenticeship has the opportunity to absolutely transform career-connected learning in Colorado. We started out with six occupations. Now we have 19 different apprentice-able occupations in the CareerWise Suite. In Switzerland, our model is based on the Swiss apprenticeship model, which has 230. So, really, the skill is the limit in terms of opportunities students can train for in their youth apprenticeship space.
    Meaghan Sullivan

    Chief Program Officer, CareerWise Colorado

    Meaghan Sullivan
  • All industries in Kentucky are struggling to find employees and skilled employees are what is in highest demand. Youth apprenticeships represent one of those opportunities that in the past has been offered for training purposes for adults, but we want to speed up feeding the pipeline by starting youth apprenticeships, and we've had great success with it up to this point.
    David Horseman

    Associate Commissioner of Career and Technical Education, Kentucky Department of Education

    David Horseman
  • The most exciting thing about an apprenticeship with students is the fact that they get an opportunity to have a work-based experience. They get to see what day-to-day will actually be like in business or industry—and they also start to appreciate what they need inside their classes to be successful.
    Sarah Grobbel

    Assistant Superintendent for Career and Innovation, Cherry Creek School District

    Sarah Grobbel
  • Youth apprenticeships are a critical part of my leadership agenda. It’s about moving away from the idea that everybody needs to go to college. Every student needs to find their own individual pathway for their future. That could be a four-year college, a two-year college, an apprenticeship, an internship, a certificate, or the military—or go straight to work. An apprenticeship is important because it gives students real-world work experience before they leave us.
    Scott Siegfried

    Superintendent, Cherry Creek School District

    Scott Siegfried
  • (Students) are getting paid while they're in class, they're getting their tuition paid for. They're going to come out of high school making $40,000 to $50,000 a year with tremendous opportunity for advancement. They're going to come out debt free. We're creating children that are employable or that even if they go off to college, they have the opportunity to not be in that 40%, or not being that 60% that don't get a degree.
    Erik Olejarczyk

    Principal, Charlotte-Mecklenburg Schools

    Eric Olejarczyk
  • This is one of the programs that you could call a ‘nobrainer.’ When our kids take two CareerConnect classes, they are 40% more likely to graduation on time.
    Susanna Cordova

    Superintendent, Denver Public Schools

    Susanna Cordova
  • “The Aspiring Superintendents Academy® was an incredible professional learning experience and provided me the opportunity to gain the skills necessary to successfully prepare for the role of superintendent. The mentorship and networking strengthened my leadership ability and created lasting connections to colleagues that I continue to benefit from today.” 

    Adam Leckie

    Superintendent, Casa Grande Elementary School District (Ariz.)

  • Never stop learning and working toward your goals as you can accomplish more than you realize. The extra effort that you put in at any level will then inspire the next generation of leaders.
    Gustavo Balderas

    Superintendent, Beaverton School District (Ore.)

    Gustavo Balderas
  • "Meriden Public Schools is committed to providing ongoing support for teachers and students, as our technology programs continue to level the playing field for all students in our district. For students to succeed in the 21st century, we must continue to scale up these efforts to meet the needs of students in the digital age they live in."
    Mark Benigni

    Superintendent, Meriden Public Schools (Meriden, Conn.)

  • "Combining our efforts to break new ground for rising ed-tech leaders is certain to benefit our schools districts, our communities and most importantly, the 50 million plus students attending our public schools. Digital transitions are not a 'nice-to-have' but a 'must-have' in the digital age in which we live. We are pleased to be a part of the network of AASA partnerships."

    Keith Krueger

    CEO, CoSN

  • We're really putting our kids in a position to be the next generation of great employees, great citizens, and great people.
    Paul Kelly

    Principal, Elk Grove High School District 214 (Ill.)

  • Since 2018, the Marshalltown school community has experienced a steady stream of trauma, including a physically devastating EF3 Tornado and derecho, aka land hurricane, while simultaneously dealing with the pandemic. We were already doing a lot of work in the SEL realm and becoming a member of the AASA SEL Cohort allowed us to work with a community of passionate professionals who helped us learn, grow, develop and implement evidence-based practices to help ALL of our students cope better with life’s challenges.
    Theron Schutte

    Superintendent, Marshalltown Community School District (IA)

    Theron Schutte
  • “Research shows that effective instructional leadership is a critical factor in increasing student achievement. AASA is proud to partner with The Wallace Foundation, one of the nation’s premiere supporters of education leaders, to provide high-quality instructional leadership resources to our members nationwide. This partnership builds on AASA’s ongoing efforts to support and grow current and aspiring school system leaders.”

    Dan Domenech

    Former Executive Director, AASA, The School Superintendents Association

  • School districts must be prepared in order to ensure on-going school safety and respond appropriately when a crisis does occur. Key elements include balancing physical and psychological safety, establishing an appropriately trained school crisis team, addressing the mental health needs of students and staff, and having access to succinct, evidence-based information. School district leaders will find AASA’s toolkit a valuable resource in helping to guide these efforts. School psychologists are critical members of school safety and crisis teams, and NASP is pleased to contribute some of our expert resources to the School Safety and Crisis Planning toolkit to support effective prevention, response, and recovery.
    Kathleen Minke

    Executive Director, National Association of School Psychologists (NASP)

    Kathleen Minke, executive director of NASP, poses for a headshot
  • When we talk about breaking down barriers…a strong early learning start gives everyone even footing to achieve their full potential.
    Kristi Dominguez

    Superintendent, Ferndale School District (Wash.)

  • NSPRA is proud to partner with AASA and provide the necessary resources in our efforts to help ensure the safety of our schools and most importantly, our students. We know that speed and accuracy are critical components in any crisis situation for well trained school safety and crisis teams. Their plans should be reviewed and practiced on a regular basis.
    Barbara M. Hunter, APR

    Executive Director, National School Public Relations Association (NSPRA)

    Barbara Hunter, executive director of NSPRA, poses for a headshot
  • Everyone has the responsibility to provide a safe and healthy learning environment, whether you are a school district leader, administrator, teacher, parent, student, or other member of the community. Together, we can foster positive and inclusive environments, provide effective social-emotional care and mental health programs, improve critical safety technologies, and enhance risk-management processes to address whatever crises may come our way. ASBO International is proud to do its part by providing tools that districts need to help our children learn, grow, and thrive.
    David Lewis

    Executive Director, Association of School Business Officials International (ASBO)

    David Lewis, executive director of ASBO, poses for a headshot
  • The horrific school shootings we continue to hear about have created a turning point toward the issue of school safety. All children have the right to live and learn in a safe environment. As the nation’s largest organization representing the leaders of our public schools, we felt it was our responsibility to create a digital safety solution package, specifically tailored for AASA members as well as non-member superintendents in their plight against the gun violence that continues to threaten our schools and students.
    Dan Domenech

    Former Executive Director, AASA, The School Superintendents Association

    Dan Domenech, executive director of AASA, The School Superintendents Association, poses for a headshot
  • ...an experience for me like nothing else in my career development...I will look back forever on my career and attribute the growth and my personal development to the things I've learned through this course.

    Maggie Fehrman

    Superintendent, City Schools of Decatur (Ga.)

    Maggie Fehrman, City Schools of Decatur (Ga.)
  • The West Valley School District has benefited from professional development provided by AASA for numerous years. Through my participation, I have gained access to some of the best researchers and practitioners from across the nation. Our district has focused our improvement efforts through a coordinated approach provided by AASA.

    Peter Finch

    Superintendent, West Valley School District (Wash.)

    Peter Finch