Profiles in PBL Leadership

Part 5. A Superintendent’s Vision: How One District Went All In

Transforming a single classroom with Project-Based Learning is challenging. Transforming an entire school district takes vision, courage, and leadership. That’s exactly what happened in Emporia, Kansas, a mid-sized district where the superintendent, principals, and teachers came together around a bold idea: students learn best when they do real work that matters.

Emporia USD 253 may not be widely known outside Kansas, but its sustained commitment to system-wide PBL implementation has become a quiet model for districts everywhere wondering: Can this really scale? The answer, in Emporia’s case, has been a steady and confident yes.

The Leadership Spark

The change began under the leadership of Superintendent Kevin Case, who saw PBL as a strategy to:

· Reignite student engagement

· Close opportunity gaps

· Equip students for life beyond school

Rather than mandate a top-down shift, Case worked closely with building leaders and teachers, encouraging experimentation and offering resources to those willing to lead the way. The district built a long-term vision rather than chasing short-term results.

“We started with the belief that our teachers are capable of designing incredible learning experiences, if we give them time, support, and trust.”
— Kevin Case, former Superintendent, Emporia Public Schools

Starting with the Willing

Emporia’s journey didn’t begin with a full district rollout. It began with small teams of willing educators, particularly at the middle school level, who designed integrated projects on community history, public health, and the environment. These early efforts:

· Demonstrated feasibility

· Provided evidence of student success

· Created a cohort of teacher-leaders

As success stories spread, more schools got involved. Eventually, Emporia High School developed its own PBL pathways, and the district aligned professional learning to reinforce the practice.

Professional Learning as Culture

One of the key drivers of success has been sustained, embedded professional development. Teachers aren’t sent to one-off workshops. Instead, they:

· Participate in regular PBL design studios

· Collaborate with instructional coaches

· Visit other districts using PBL

· Receive time and space to plan projects

The district also partnered with national organizations to bring in outside expertise while building local capacity.

Community and Board Buy-In

Emporia made it a priority to bring families, school board members, and local business leaders into the conversation. Students began presenting their projects at board meetings, exhibitions were held in public venues, and community members began to see the power of student work.

This transparency helped the district avoid the backlash that can sometimes accompany innovation. It also reinforced the message that PBL isn’t a fad. It’s a better way to learn.

A Culture, Not a Program

Today, Emporia’s PBL culture touches classrooms across the K–12 spectrum. Kindergartners study local insects by building bug habitats and observing behavior. Fifth graders propose playground redesigns based on survey data and interviews. High schoolers tackle projects that blend literature, economics, and social justice.

What started as a few teachers trying something new has grown into a district-wide belief system about what school can be.

The Takeaway

District-wide PBL is possible. It doesn’t require a tech infusion or massive reorganization. But it does require leadership that listens, supports, and trusts. In Emporia and elsewhere, success comes not from sweeping mandates, but from creating space for teachers and students to grow.

For superintendents wondering how to start, the lesson is clear: Find your champions. Support their work. Celebrate their wins. And build from there.

“PBL isn’t an initiative. It’s who we are.”
— Emporia teacher-leader, reflecting on ten years of growth