A conversation with Steve Langford, Chief Information Officer for the Beaverton School District, painted a clear picture of an ERP system in need of an overhaul. The ERP system is a digital platform that serves as the “brain” of an organization, constantly updating and coordinating core functions such as finance and HR so that everyone is up to date. The ERP system Beaverton was using, as Langford described it, was out of touch with best practices and highly customized, making it harder to maintain, secure, and update.
When examining the system, Langford stated that the difficulty of utilizing the ERP system “was a symptom of a larger issue, which was a lack of application and data governance structures.” In other words, the district lacked clear governance over how systems and data should be managed. The system could be replaced, but without addressing the lack of governance, the same issues of unchecked customization would arise again.
To avoid the same governance challenges in the future, Beaverton established a clear set of guiding principles, which Langford called its “North Stars.” These principles helped keep decisions focused, consistent, and aligned around a shared vision:
- Rely on standard business processes to improve efficiency and create greater clarity across HR and business operations, instead of building custom workarounds.
- Use automation to reduce manual, time-consuming, paper-based tasks so staff can spend more time on higher-value work.
- Improve the employee experience by providing better customer service and faster access to information through HR and business systems.
- Simplify the overall experience by centralizing tools and integrating other software into the ERP wherever possible.
Rather than simply introducing this system to employees, Beaverton utilized dedicated change managers who, in turn, created a “Change Champions” program comprising key end users. These champions tested proposed changes, shared updates across schools and departments, answered questions, and elevated concerns throughout the project. Because the ERP was used across the district, including by school office assistants, bookkeepers, building leaders, and all employees through the self-service portal, the change affected the entire organization. Change managers also developed feedback surveys, conducted staff temperature checks, and coordinated training throughout the implementation.
The process did not come without some conflicts. As the project fell a bit behind schedule, change managers argued for an adjustment to develop training modules while project managers felt it was important to maintain the deadlines. Reflecting on this tension, Langford explained that “change management has to be separate functionally from project management because they are sometimes at odds with each other.” To settle this conflict, both project and change managers worked with the implementation steering committee to find a compromise that would allow for training materials to be developed and adhere to the schedule.
Langford stated that having change managers “resulted in a much smoother implementation and greater understanding and openness to change from our employees.”
When reflecting on the ERP journey, Langford strongly felt that the presence of dedicated change managers was one of the greatest contributors to success. Langford stated that having change managers “resulted in a much smoother implementation and greater understanding and openness to change from our employees.” Instead of just following informal practices, change managers with training and expertise in change help ensure that new systems are not only implemented successfully but also embraced by the organization.
Ultimately, Beaverton’s ERP overhaul displays how successful technology implementation in schools depends on more than just picking the right platform. By setting clear goals and utilizing dedicated change managers, Beaverton achieved a smooth transition. The key lesson for other districts is straightforward: treat change management as a specialized role. Empowering professionals who understand how to prepare, support, and engage people throughout the implementation process can make the difference between a project that is merely completed and one that is truly embraced.
AUTHOR: Jesse Davis, MPP
Blaschke Fellow (PT) (VA)
Jesse Davis is the 2026 CoSN Blaschke Fellow. His work focuses on how school districts can successfully implement emerging technologies through effective change management, governance, and stakeholder engagement. Jesse is also a graduate of Duke University’s Sanford School of Public Policy, where he earned a Master of Public Policy (MPP), and holds a BA in Political Science from Berea College.
Published on July 14, 2026
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