Balancing Systemic Initiatives with Immediate Classroom Needs: Leveraging EdTEch for Instructional Focus Amid Staffing Challenges

The New York State Education Department (NYSED) has recently concentrated its efforts on significant statewide initiatives such as the “Portrait of a Graduate,” which aims to redefine the competencies expected of students upon graduation, and ambitious graduation measure reforms intended to reshape the pathways through which students achieve academic success. In addition, the drive for regionalization—structuring districts to provide equitable opportunities for students regardless of geography and resources—has taken center stage. While these systemic initiatives address crucial gaps in student opportunity and work towards a more cohesive educational landscape, they have led to an unintended consequence: a diminished focus on what happens within the classroom. The emphasis on policy over practice risks sidelining the most immediate and essential facet of student learning: effective instruction.

To be clear, NYSED’s recent initiatives are timely and necessary. The Portrait of a Graduate is forward-thinking in identifying the skills students need to succeed in a modern workforce and in civic life. Regionalization, too, presents a promising solution to long-standing inequalities, offering smaller or rural districts a chance to pool resources and provide opportunities that were once out of reach. However, the drive to implement these ambitious goals has meant that instructional planning—the day-to-day work of teaching students—has received less attention and fewer resources than it requires to thrive. This shift in focus risks creating a disconnect between the vision we hold for our graduates and the support we provide to teachers as they strive to meet the needs of their students every day.

In any successful educational system, priorities cannot exist in isolation. High-level goals like graduation measures and regional equity initiatives must be balanced with an unwavering commitment to quality instruction, grounded in research-based strategies and adequate support for our teachers. Classroom instruction is the linchpin that connects these larger goals to actual student outcomes. Without a renewed focus on pedagogical development and instructional support, we risk a situation where students—while benefiting from a more equitable landscape—are not sufficiently prepared by the time they graduate. Our vision for them, defined in broad terms at a state level, will falter if it does not rest on a foundation of consistent, high-quality instruction.

NYSED’s ambitious goals can, and should, go hand-in-hand with a renewed focus on instructional excellence. Initiatives to support teacher professional development, enhance curriculum alignment, and provide resources for differentiated instruction are essential. Reigniting the conversation on instructional quality will not only better equip students for graduation but also ensure that the promises of the Portrait of a Graduate are meaningfully realized. The state’s bold vision deserves to be complemented by a commitment to the fundamentals of teaching and learning, giving teachers and students alike the tools they need to succeed within and beyond the classroom.

Although NYSED has charted a bold course for the future, it comes at a time when school districts are grappling with severe staff shortages in nearly every content area. As districts struggle to fill teaching positions and engage students instructionally, we face a critical need to refocus on the day-to-day quality of instruction, which underpins student success now and in the future. The staffing shortage is a multifaceted crisis affecting nearly all regions and disciplines, from elementary to specialized subjects. In many districts, instructional engagement has become even more challenging as teachers manage larger class sizes, cover multiple classes, or step into new areas to address the gaps left by unfilled positions. As we continue to pursue broader educational reforms, we cannot afford to overlook the importance of supporting the teachers who are essential to executing these initiatives on the ground. Effective instruction cannot take a back seat; it must remain a priority if we want our students to meet the ambitious goals we set forth in statewide initiatives.

To bridge these gaps, it is imperative that we maximize available educational technology solutions. Today’s EdTech companies offer an array of platforms designed to enhance instructional quality and support educators, allowing students to engage meaningfully with curriculum content even when faced with staffing challenges. Tools for personalized learning, interactive instruction, and skill-specific reinforcement can bolster the efforts of our teaching staff, providing continuity in student engagement and supporting differentiated learning in diverse classroom settings. Leveraging these technologies strategically can help districts ensure that every student has access to quality instruction, even in times of teacher shortages.

As a member of IEI, I can wholeheartedly say that this network has been invaluable in helping me stay at the forefront of educational technology solutions. IEI offers unique opportunities to connect with EdTech companies whose solutions are genuinely designed to meet the needs of today’s schools—particularly as we face unprecedented challenges like staffing shortages and the pressing need to support differentiated, high-quality instruction.

Through IEI’s events and collaborative sessions, I’ve been able to preview and engage directly with a wide range of EdTech platforms. This exposure has allowed me to make more informed decisions for my district, choosing tools that not only align with our instructional priorities but also offer practical solutions for engaging students when traditional resources are stretched thin. IEI’s commitment to connecting educators with innovative, impactful companies has been transformative, providing insight, access, and partnership that would be hard to achieve elsewhere.

Michael Hayden

Superintendent Clyde-Savannah CSD

Member, IEI