Stephen Bigelow, PhD - Education Leadership

  Schools often overlook a powerful asset in their communities: their alumni. Active alumni networks create lasting positive impacts on schools, students, and the broader community. These connections can provide students with mentorship opportunities, career advice, and real-world insights, bridging the gap between the classroom and the workforce. Alumni also contribute significantly to scholarship fundraising and program support, ensuring future generations can access opportunities that shape their lives. As president of my local chapter of the University of Michigan Alumni Association, I’ve seen firsthand the transformative power of engaged alumni. We foster fellowship among graduates, raise scholarship funds, and support community initiatives. University alumni groups excel at building a sense of connection and pride among their members, showing how impactful organized efforts can be. Reflecting on my high school experience, I realize I haven’t returned since graduation — a fami...

Years ago, as a middle school principal, I led a district team to update our science curriculum. It was a pivotal time in education. The buzz around hands-on science kits was impossible to ignore. They promised active engagement and experiential learning, aligning with research that underscored the benefits of inquiry-based methods. Yet, many of us were still tethered to the familiarity of textbooks. Our district hesitated to embrace the kits, opting for a hybrid approach. Reflecting on that time, I realize the debate was not simply about tools but a paradigm shift in how we approached science education. And today, with the addition of technology, the conversation has only expanded. The Research Behind Hands-On Learning Decades of research support hands-on, inquiry-based learning to deepen students' understanding of science concepts. A study published by Science Education International (2018) found that students engaged in hands-on activities demonstrated significantly better pro...

In my past roles as a principal and superintendent, I observed firsthand how educational programs must evolve to meet the changing demands of technology and society. One such program that vividly illustrates this evolution is the radio/TV production class. During my tenure as a high school principal, our radio/TV production class was a popular choice. Students eagerly enrolled to learn the intricacies of broadcasting, storytelling, and production. This class not only provided them with valuable skills but also offered a creative outlet and a sense of community. However, as time passed, enrollment began to decline. Despite this, the program continued to serve those who remained committed, offering them unique opportunities to engage with media meaningfully. I witnessed a similar trend as I transitioned to a superintendent role in another district. The radio program, which once enjoyed widespread popularity, began to fade, overshadowed by the rapid advancements in digital technology. Yet...

  I discovered Bolman and Deal's "Reframing Organizations" during my Master of Public Administration program in the early 2000s. At the time, the book was required reading, and I approached it with the typical student mindset—another book to get through for a grade. Little did I know that this framework would become a cornerstone of my leadership approach, particularly as a school leader and, eventually, a district superintendent. I was struck by the clarity and depth of the four-frame model: Structural, Human Resource, Political, and Symbolic. Each frame offered a unique perspective on organizational challenges, and together, they provided a comprehensive toolkit for understanding and managing complex environments. This was particularly eye-opening as I navigated the multifaceted world of educational leadership. In my early years as a school leader, the Structural frame proved invaluable. It helped me design efficient processes and clarify roles and responsibilities with...

  I am often asked about my educational philosophy — a question that seems simple but is inherently complex. This philosophy continues to evolve, reflecting the dynamic nature of education itself. Yesterday’s philosophy may not be applicable today, and the hallmark of a growing leader is an evolving philosophy. Let me share how this journey shapes my approach to educational leadership and how other leaders can cultivate their evolving philosophies. The Nature of an Evolving Philosophy In the ever-changing world of education, leaders must remain adaptable. An evolving educational philosophy is not a sign of indecision but rather a commitment to growth and relevance. It requires openness to new ideas and the willingness to challenge established norms. This adaptability ensures that leaders can effectively meet the diverse needs of their educational communities. Strategies for Evolving Philosophies Continuous Learning and Professional Development : Leaders should actively seek new kno...

  As discussions around the potential dissolution of the U.S. Department of Education gain traction, education stakeholders are considering what this could mean for public schools nationwide. In Michigan, as with all other states, these discussions are significant as they could reshape how federal funds are allocated to support our schools. Understanding the current funding model and the potential shift to block grants is crucial for envisioning a future that continues to prioritize quality education for all students. Michigan’s Current Funding Model Michigan’s public schools benefit from a combination of state and federal funding. The federal funds, administered through the U.S. Department of Education, are often allocated through categorical grants. These grants are designated for specific programs, such as Title I for low-income students and IDEA for special education. While these funds provide essential support, the particular conditions attached can sometimes limit how distric...

Yesterday, I had a long conversation with a retired university academic who shared a compelling story about his child’s experience in an International Baccalaureate (IB) high school. The intense stress and anxiety his child endured were nearly unbearable, yet college life has proven to be less demanding. Now enrolled in an honors physics program at a top-tier university, the student finds higher education more manageable than the high-pressure environment of high school. This conversation got me thinking: Are we doing enough to provide a pressure relief valve in our education system, or does the entire process need an overhaul? Exploring the Pressure in High School: High school students today face unprecedented levels of stress. According to a study published in the Journal of Adolescent Health, nearly 45% of high school students report feeling overwhelmed by their academic workload. The IB program, known for its rigorous curriculum, is often seen as a pathway to elite colleges, but at...

I read “ Will Your Classroom Get Enough ‘Likes’? Teachers Feel the Social Media Pressure ” by Sarah Sparks in  Education Week  this morning. Like many, I’ve been overwhelmed by the constant barrage of curated images and messages on platforms like Facebook and have found it beneficial to take breaks from misrepresentations of real life. Social media posts often skew reality and sometimes bring out the worst in people. Consequently, I’ve limited myself from several platforms, only checking in occasionally to maintain connections without being consumed by the negativity. The classroom comparison component for teachers described in Spark’s article is not something I had to ensure in the late 1990s and early 2000s, and for new teachers, it must be just another exhausting hurdle. The Science Behind the Overwhelm Research has shown that excessive use of social media can contribute to mental health issues. Social media usage can significantly decrease feelings of loneliness and depres...