Listen to the latest episode of the EduJedi Report podcast
Host LeiLani Cauthen sits down with Dr. Barbara Nemko, Napa County Superintendent of Schools at the Napa County Office of Education in California, to compare how the 2009 ARRA stimulus was used and how the CARES Act funding is intended to function for K–12 schools today. Their conversation focuses on practical considerations for district leaders, superintendents, and school administrators who are planning how to use CARES Act dollars to support students, teachers, and the transition to more blended and remote learning models.
Dr. Nemko highlights several important caveats local districts should weigh when making decisions. One central point is the difference between short-term emergency relief and longer-term investment. While stimulus funding can help preserve positions and stabilize budgets in the immediate term, effective use of those funds should also prioritize building sustainable systems: reliable infrastructure, high-quality digital tools, and ongoing teacher professional development that supports effective online instruction.
On the topic of using stimulus funds primarily to save jobs, Dr. Nemko observes, “It’s going to kind of work itself out. I do believe there are a lot of teachers who are not going to want to come back, because of the fear. I think that attrition is going to take care of a lot of the problem.” She underscores that while keeping staff employed is critical, districts must also plan for changes in staffing needs and for how to support teachers who remain or return to in-person and remote classrooms.
Dr. Nemko stresses three priority areas for districts allocating CARES Act funds:
- Teacher professional development: Funding should support meaningful training so teachers can deliver instruction effectively in online and blended environments. Professional development must be ongoing and targeted to the tools and instructional strategies educators will use.
- Infrastructure and technology access: Investment in broadband, devices, and secure, reliable networks is essential. Without sufficient infrastructure, other investments in digital curriculum and apps will not reach students equitably.
- Careful selection of digital tools: Not all educational apps or platforms are created equal. Dr. Nemko compares this selection process to how districts once evaluated textbooks—careful review and pilot testing are necessary before scaling purchases across a district.
They discuss the idea that the role of technology in classrooms will change permanently. Rather than replacing traditional instruction, technology will likely support a more blended model that combines in-person teaching with online learning elements. This shift requires thoughtful planning, instructional redesign, and a long-term commitment to equity so students who lack access at home are not left behind.
The episode offers practical guidance for superintendents and district leaders who are making tight budget decisions while also trying to use CARES Act funds strategically. Key questions to ask include: Are we investing in the professional learning teachers need to be successful online? Is our infrastructure robust enough to support every student? Are the digital tools we plan to adopt pedagogically sound and aligned with our learning goals?
This podcast episode is a useful resource for anyone responsible for allocating CARES Act funding in education. It helps leaders think beyond immediate financial stabilization and toward building the systems and skills necessary for high-quality blended learning.
Click on the image below to listen to the episode: