Every rural superintendent in my #100DistrictConversations stresses the importance of engaging families in change. Conversation #75 with Christopher Harris, Superintendent of Warren County School District in Georgia, shows how thoughtful community engagement and a deep focus on social emotional learning practices can transform early reading outcomes.

"Five years ago, our third grade reading proficiency was 19%. We've now reached 64% and continue to climb. The transformation happened because we fundamentally shifted who we invest in and see as leaders. By strengthening communication, problem-solving, and collaboration across every role, we have watched our entire team step confidently into leadership practices that directly benefit students.

In rural communities, trust between families, schools, and the community is essential. We expanded from parent engagement to family engagement and broadened partnerships with local organizations to build authentic relationships. Our approach centers on high expectations paired with deep empathy. We know our families’ stories and backgrounds, and we push every student to access rigorous, grade-level work. This balance led to innovations like our pre-K bootcamp, where participating students achieved 37% higher outcomes than those who didn’t attend.

Professional learning had to evolve as well. We became more intentional with scheduling by using strategic half days instead of frequent afterschool sessions to respect educators’ time. On the occasions we did ask for evening commitments, teachers supported the work because they knew we valued their work-life balance. We embraced The Oz Principle, shifting from 'below the line' blame to 'above the line' accountability. When everyone owns the collective mission, results improve.

Mental health and emotional safety continue to be central to academic success. Our school-based wellness center and dedicated wellness weeks help reduce stigma and address barriers that affect instruction. To strengthen our SEL and PBIS initiatives, we aligned with The Beast SEL School Climate System to conduct Phase I of a research-based SEL climate study—including an efficacy review, administrative assessments, and collaborative planning. This work informed our next steps as we prepare for Phase II: providing students with grade-level SEL texts, expanding student development activities, integrating author visits, offering aligned professional development, and beginning schoolwide SEL climate assessments for the staff. These tools build on CASEL’s five competencies and help reinforce the social emotional learning our teachers already model every day.

We have increased the supports available across the district to ensure every adult is equipped to meet the needs of our students. Under the leadership of our MTSS Coordinator and with guidance from a statewide expert in tiered systems of support, we have strengthened our intervention structures, clarified expectations, and improved the consistency of implementation. Our support staff have played a vital role in this progress, helping deepen relationships with families and reinforce a positive, student-centered culture in our schools.

When preparation and systems are aligned, daily wins happen regardless of the 'game day' outcome. We’re seeing continued growth in i-Ready assessments, classroom performance, and the authentic learning measures that matter just as much as state test scores. As Zig Ziglar said, “If you aim at nothing, you will hit it every time.” Here, we aim high & we’re doing it together."

For more information, check out "Leading for Results: How Shared Leadership Transformed Our Schools" on the AASA blog.