A significant portion of the meeting was dedicated to the upcoming transition to the 2022 math standards, which will replace the 2007 standards. The new standards aim to foster a deeper conceptual understanding of mathematics among students, moving beyond procedural fluency to include the reasoning behind mathematical operations. This shift is designed to engage students actively, encouraging them to see the relevance of math in their daily lives. The board discussed the timeline for these changes, emphasizing a phased implementation starting with kindergarten, first grade, and ninth grade to prepare students for the new MCA assessments in third grade.

A keynote speaker at the meeting highlighted the importance of these changes, sharing insights from educational leader Sarah Vanderwarf and a video by Howie Hua. Hua’s presentation underscored the balance needed between procedural fluency and conceptual understanding, stressing that relying solely on algorithms may hinder students’ broader mathematical learning. Visual aids were recommended as essential tools, with Hua asserting, “math is so visual that we miss out on a huge portion of math if we just focus on the algorithms.” This approach aims to shift teaching methods away from pure memorization toward fostering a deeper comprehension of mathematical concepts.

A discussion ensued about the role of parents in supporting this transition. Concerns were raised regarding parents’ ability to assist their children with homework due to changes in teaching methods. The board acknowledged that many parents might be unfamiliar with the new approaches, which can lead to frustration. It was suggested that schools engage in conversations with parents to clarify the evolution of math instruction, using simple examples to demystify complex concepts.

Skepticism about the new teaching methods surfaced, with some questioning whether breaking down mathematical concepts might complicate rather than simplify learning. Participants emphasized the need for comprehensive training and resources to support educators and students in adapting to these changes effectively.

Another prominent topic at the meeting was the integration of AI in school operations. Elementary principals shared their experiences from the MESPA Institute, where they explored the ethical use of AI to enhance clarity, consistency, and efficiency in decision-making. The potential of AI as a thought partner was discussed, with leaders encouraged to engage with AI to clarify problems and find solutions. Practical applications of AI in communication were also highlighted, with one principal noting the use of AI to revise emails for clarity and positivity, which is important for building trust with staff.

The principals expressed excitement about applying AI strategies to their leadership practices, particularly in classroom observations. AI tools were discussed as a means to analyze notes from observations, accurately identifying areas for growth and strengths. There was also a mention of AI’s potential to navigate complex contracts and provide reliable answers by processing downloaded documents.

The board discussed the transformation of Professional Learning Communities (PLCs) to focus on actionable outcomes rather than merely reviewing data. By shifting the focus of meetings to discuss action plans, the district aims to foster a culture of learning and build collective efficacy among staff. There was a consensus that highlighting successful strategies with demonstrated positive outcomes is important for advancing educational practices.

Informal interactions during conferences were also valued, with participants sharing the benefits of engaging with colleagues from different districts. The sharing of quick strategies during “boom sessions” was recognized as a valuable way to learn from peers. Additionally, the emotional toll of administrative roles was acknowledged, emphasizing the importance of self-care for maintaining effectiveness in challenging positions.