By Sarah Perez, KASB Marketing Communications Manager

Leadership for Tomorrow (LFT) is a statewide professional learning program developed by KASB to support and grow education leaders across Kansas through a combination of structured learning and hands-on experiences in districts across the state. In my role as KASB’s marketing communications manager, I’ve had the opportunity to see firsthand how this program strengthens leadership and expands impact across districts. This year, I’ve also had the chance to step into that experience myself as a member of the LFT 2026 class — and Session 3 was another meaningful step in that journey.
Our third session, held June 10–11, gave our group the opportunity to learn directly from two districts doing impressive work in different ways: Udall USD 463 and Goddard USD 265.

We began in Udall, where the focus was on the power of a strong District Leadership Team (DLT). From the start, it was clear that Udall’s success is rooted in intentional structure and shared purpose. They’ve built a DLT that not only supports decision-making but also ensures alignment across the district and keeps improvement efforts moving forward.

The day kicked off with a fun and surprisingly competitive scholar’s bowl centered on education topics — an engaging way to get everyone collaborating right away. From there, we rotated through breakout stations that allowed us to dig deeper into key aspects of district leadership. Each station tied directly to the work of the DLT, from navigating the KESA school improvement process to strengthening community outreach and maximizing the impact of site councils.

One of the most memorable components was learning about the Hope Squad. This peer-nominated group of students is trained to intentionally reach out to classmates who may be experiencing a mental health crisis. Hearing about the impact of this program — and the trust it builds among students — was a powerful reminder of how leadership and culture extend far beyond academics.

We also had the chance to hear directly from students through presentations from FCCLA, FFA and FBLA. Their confidence, professionalism and pride in their programs spoke volumes about the culture Udall has cultivated.

By the end of the day, a clear takeaway emerged: Udall’s District Leadership Team works because of its clarity and consistency. Their structures and processes aren’t just in place — they’re actively used to maximize resources, engage the community and drive continuous improvement.

On day two, we traveled to Goddard USD 265, where the focus shifted to programs and operations — and how to sustain meaningful change over time.

One of the standout presentations centered on Capturing Kids’ Hearts, a relationship-focused program Goddard has implemented across the district for nearly a decade. What struck me was the consistency and commitment behind it. Through shared routines and daily practices, staff across all schools work to create environments where students feel safe, respected and heard. The approach emphasizes student ownership of expectations and culture, resulting in classrooms that reflect positivity, accountability and mutual respect.

We also learned about the Goddard Education Foundation, which has grown into both a fundraising force and a bridge to the community. Their intentional focus on building relationships has created a sense of pride and shared investment in the district’s success — something that clearly benefits both students and staff.

Another piece that stood out was Goddard’s approach to budget and staffing decisions, including moving away from a traditional salary schedule for certified staff. What resonated most wasn’t just the change itself, but the mindset behind it. Their leadership emphasized collaboration and problem-solving, with a guiding principle that the answer isn’t simply “no,” but rather, “What are we willing to prioritize to make this happen?” That shift in thinking has helped strengthen both staff morale and organizational alignment.

If Udall demonstrated the strength of structured leadership teams, Goddard highlighted the importance of long-term commitment and buy-in. Their success is built on a willingness to invest in initiatives over time and bring people along in the process — even when change doesn’t happen overnight.

This session tied directly to one portion of the 8 Characteristics of Effective Governance Teams: accountability, including policies, collaborative relationships and being data-savvy. Both districts brought those characteristics to life in different but equally impactful ways.

As I continue this experience with the LFT 2026 class, I’m struck by how valuable it is to see leadership in action across Kansas. Each district offers something different, but the common thread is a commitment to students, staff and community.

We’ll gather three more times this year, traveling to districts including Hugoton, Liberal, Graham County and Trego. I’m looking forward to continuing to learn alongside this group — and to seeing how each experience shapes not only my perspective, but also how I support and tell the story of education across our state.