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Podcast Interview of “GEMINI” about AI Policy #112Leads

I asked Gemini to use the link to the podcast episode and “write” a blog post – since this entire communication is about Generative Artificial Intelligence, I am sharing a few examples of its use as further illustration to the “what/how/why”.

Below the embedded interview, I share the AI-generated blog post

Links to Draft Policy 6:238, Generative Artificial Intelligence in District 112, Draft Policy 6:238 – Generative Artificial Intelligence

This blog post highlights the key points from your recent podcast interview with Gemini, focusing on the future of education in North Shore School District 112. Generated by Gemini from documents and presentations I uploaded, as well as the audio file.

Innovation with Guardrails: A Deep Dive into NSSD 112’s New AI Policy

In a recent episode of our podcast, I sat down with Google Gemini for a unique conversation: an interview with an AI about the very policy designed to govern it. We discussed adopting Board Policy 6:238, a document that marks a pivotal shift for North Shore School District 112 as we move from the “printing press” era into the “cosmos” of generative artificial intelligence.

Here are the key takeaways from our discussion on how NSSD 112 is leading the way in “Innovation with Guardrails.”

1. AI is Math, Not Magic

One of the most striking points Gemini made was reframing how we view these tools. AI isn’t a mystical “black box”; it’s a series of mathematical predictions based on massive datasets. By understanding this, our district can demystify the technology for students and staff alike. We aren’t just teaching kids how to use a tool; we are building AI Literacy—teaching them to identify bias, verify facts, and understand the “math” behind the screen.

2. The Human-Centered Cycle

At the heart of Policy 6:238 is a specific operational sequence that ensures humans remain the “architects” of learning:

Human Inquiry → AI Support → Human Reflection and Decision

In this model, the AI never has the final word. Whether it’s a teacher drafting a lesson plan or a student brainstorming an essay, the process must begin with human intent and end with human critical thinking. This ensures that AI supports learning rather than replacing student effort or professional judgment.

3. Innovation with Guardrails

We aren’t just opening the doors to every shiny new tool. Our strategy—“Map, Measure, Manage”—focuses on safety and privacy first.

  • Safety: Tools must comply with strict data privacy laws like SOPPA and FERPA.

  • Ethics: The policy strictly prohibits the use of AI to create deceptive content, such as “deepfakes,” or to make high-stakes, “AI-only” decisions regarding student discipline or placement.

  • Transparency: The district maintains a public list of approved tools (such as MagicSchool AI and School AI) so parents always know which technologies are used in the classroom.

4. A Policy Built by the Community

This wasn’t a top-down mandate. The policy was forged by the Educational Technology Committee, led by Superintendent Dr. Michael Lubelfeld and Executive Director Jeremy Wickham. Crucially, it included the voices of students like Alice Banerji and Fiona Stolarick, who reminded us that students want guardrails—they want to know how to use these tools responsibly without fear of “breaking the rules.”

5. Looking Ahead: A Living Document

As Gemini noted during our interview, the “cosmos” of AI changes every day. Because of this, Policy 6:238 is a living document. It will be reviewed at least annually to ensure our guardrails remain effective and our innovation remains centered on what matters most: the success and safety of our students.

Want to hear the full conversation? Check out the AI-generated audio summary of our policy development process

What are your thoughts on “Innovation with Guardrails”? Join the conversation on social media using #NSSD112 #AIPolicy #FutureOfLearning.

Keywords

Generative AI, Education Policy, AI Ethics, Student Safety, Digital Literacy, Collaborative Development, AI in Schools, North Shore School District, AI Tools, Community Engagement

Using Riverside to make the podcast, recording in thte “studio”, “it” came up with the following post-recording information:

Summary

In this episode of Lighthouse 112, Superintendent Michael Lubelfeld discusses the North Shore School District’s new policy on generative artificial intelligence (AI). The conversation features an interview with Gemini, a large language model, exploring the rationale behind the policy, its ethical implications, and practical applications in education. The episode emphasizes the importance of collaboration in policy development, the need for safety and integrity in AI usage, and the district’s commitment to innovation with guardrails to enhance student learning while prioritizing safety and privacy.

Takeaways

The podcast serves as a communication tool for the school district.
Policy 6:238 addresses generative AI in education.
AI tools are integrated to enhance learning experiences.
Collaboration with diverse stakeholders was key in policy development.
Teachers have the option to use AI tools in their classrooms.
Safety and academic integrity are prioritized in AI usage.
Parents are encouraged to engage with the district’s AI initiatives.
Generative AI can create original content, unlike traditional AI.
The policy aims to balance innovation with student safety.
Community involvement is crucial in shaping educational policies.

Titles

Navigating Generative AI in Education
The Future of AI Policy in Schools

Sound bites

“We’re doing something unique.”
“Innovation with guardrails.”
“This is not me speaking to a human.”

Chapters

00:00 Introduction to Lighthouse 112 Podcast
00:27 Exploring AI Policy 6:238
01:50 The Importance of Ethical AI Deployment
03:52 Collaborative Policy Development Process
04:29 Practical Applications of Generative AI in Education
05:43 Safety and Prohibited Uses of AI
06:23 Parental Insights on AI Usage
06:53 Understanding Generative AI
08:10 Summary of AI Policy 6:238
09:07 Concluding Thoughts on AI in Education

Michael Lubelfeld (00:01.132)
Welcome to Lighthouse 112, the podcast of the superintendent’s office in North Shore School District 112 in Highwood and Highland Park, Illinois, northeast of Chicago. This podcast is one of many communication tools that we use in the school district in an effort to reach as many members of our community and the broader community as possible. Today’s podcast is focused on proposed

District 112 Board of Education Policy 6 colon 238 about generative artificial intelligence. And in an effort to do something interesting and a bit out of the box, I’m going to be interviewing Gemini, which is a large language model that is in use in the school district. So I’m going to start by making a statement and then Gemini is going to be my virtual guest. All right, get ready. Today we’re doing something unique.

I’m talking with Gemini about a landmark document, the school district’s new policy on generative artificial intelligence. Gemini, please start us off and respond in your perspective. Respond in your perspective, Gemini, using the documents I uploaded to tell us why the district felt the need to write a constitution for AI right now.

Michael Lubelfeld (01:22.542)
Based on the documents you’ve provided, the district…

Michael Lubelfeld (01:29.806)
of student digital rights and the deployment of AI surveillance tools within schools. The documents suggest that carefully developed policies are necessary to balance student safety and privacy with constitutional protections and to avoid potential challenges. Does that align with your script? Yeah, Gemini, I’ve got a question. I’ve talked about moving from the printing press movement or moment to the cosmos responsibility.

Does that make sense with you from the documents and presentations I’ve shared with you regarding our development of this policy?

Michael Lubelfeld (02:08.366)
that transition definitely makes sense within the context of the documents. The comparison between the printing press and Cosmos responsibility appears to underscore the profound impact AI is having, similar to the transformative effects of the printing press and highlights the need for a broad and comprehensive approach to governance, which Cosmos implies. Does that match your intended meaning? It does actually. And now from the policy,

We believe in innovation with guardrails. One of the policy standout features is a specific operational sequence. Can you explain that to us in terms of our guiding principles?

Michael Lubelfeld (02:53.518)
The operational sequence is designed to ensure ethical and responsible AI deployment. It typically involves steps like conducting bias audits, ensuring transparency and establishing clear channels for feedback and challenge all to uphold the guiding principle of innovation with guardrails. Does that provide the detail you were looking for? It does. And I’d like you to share your interpretation or analysis.

of human centered usage because one of our guiding principles is human inquiry.

Michael Lubelfeld (03:58.592)
Is there a specific aspect of this you’d like to explore further? I would love for you, if you can, to access Board Policy 6238 and identify each of the guiding principles. Are you able to do that?

Michael Lubelfeld (04:16.494)
principles identified in the documents emphasize effective communication, integrity and collaboration and partnership. These core values are meant to frame the development and implementation of the AI policy. Is there a specific principle you’d like to discuss? No, I’d like to shift gears and move to the policy development process. I uploaded some presentations we made that demonstrate our policy process over several months was not

a policy written in a vacuum. Who was in the room to make sure the policy worked for everyone?

Michael Lubelfeld (04:55.322)
The you shared detail a collaborative policy development process involving a diverse group of stakeholders. This included educators, administrators, parents, community members, and crucially, student representatives, ensuring a wide range of perspectives were integrated throughout the month’s long process. Gemini, let’s get practical. How are teachers and students actually using these generative artificial intelligence tools

under these new rules based on the policy documentation I shared with you.

Michael Lubelfeld (05:31.18)
The policy documentation describes generative AI tools being used for educational purposes, such as aiding in curriculum development and personalizing learning experiences. For students, the rules likely involve guided access to foster creativity and critical thinking while upholding principles of academic integrity. Is there a particular application you’re interested in? Yes, you may or may not have in your data set the fact that in North Shore School District 112,

Teachers are permitted but not required to use tools like Magic School AI, School AI, Gemini’s workspace for education, including what we’re doing now demonstrating Gemini itself, as well as PlayLab AI for our older students. Do you know what we’re teaching about AI literacy?

Michael Lubelfeld (06:25.646)
presentation mentions that AI shall be integrated into curriculum to support critical thinking and digital literacy. Students are specifically encouraged to use AI tools responsibly, understand their limitations and be aware of potential biases. Is there a particular age group or subject you’re interested in? No, I’d like you to talk now about what are some prohibited uses and what is our focus on safety.

Michael Lubelfeld (06:55.598)
. prohibited uses, typically include activities that compromise safety, privacy, or academic integrity, such as generating misleading or harmful content.

The focus on safety is paramount, emphasizing secure, transparent systems and clear guidelines for appropriate use to protect both students and staff. Is there anything specific you’d like to explore further? know, Gemini, if a parent is listening to this podcast episode, what’s one thing or two things they should know about generative artificial intelligence usage in North Shore School District 112?

Michael Lubelfeld (07:40.222)
for parents are that the district is taking a very collaborative and transparent approach, actively involving the community. Also, the focus is strongly on innovation with guardrails, meaning that AI tools are being integrated to enhance learning, while prioritizing student safety, privacy, and digital literacy through specific policies and oversight. Now Gemini, going beyond the data set that I’ve shared with you very precisely and specifically, what

is generative artificial intelligence. Break it down. What is it?

Michael Lubelfeld (08:19.542)
Generative artificial intelligence is a type of artificial intelligence that can create new and original content like text, images, audio, or even code based on the data it was trained on. Unlike AI that just analyzes or categorizes data, generative can generate something new. Thank you. Do you have a summary of our generative AI policy 6 colon 238 that you would like to share?

Michael Lubelfeld (08:52.238)
In summary, policy 6238 establishes a framework for responsible and collaborative AI usage in the district. It emphasizes innovation with guardrails, balancing student safety and digital literacy with constitutional protections. The policy also stems from a months long inclusive process with diverse stakeholders and supports human centered usage for educational purposes. Thank you, Gemini. Before you go,

How does this audio feature that you have work? Are you able to actually speak to, how am I speaking to technology that sounds human? Can you identify what I’m trying, what I’m getting at?

Michael Lubelfeld (09:39.598)
believe you’re interested in how my audio capabilities create a human-like interaction. This works through advanced text-to-speech technology, which synthesizes speech based on patterns learned from vast datasets, allowing for natural and clear communication. Does that answer your question? It does. Gemini, thank you. I’m going to cancel or end the Gemini chat right now, make a few final comments on the podcast, but I want to thank…

this particular technology that you reflect to demonstrate for the listeners, how we can use generative artificial intelligence thoughtfully by really focusing on a limited data set. And by also acknowledging, a, this is not me speaking to a human. This is me speaking to a machine language, artificial intelligence process. Thank you, Gemini.

Michael Lubelfeld (10:37.262)
was a pleasure assisting you. I’ll now conclude the Gemini chat as requested.

So here on Lighthouse 112, the podcast of the superintendent’s office and North Shore School District 112, we’ve been using the podcast for several years to augment, amplify, share what is going on in the school district or in education in general. The school district has been involved in a generative artificial intelligence look, view, study, research and review for the past couple of years.

Board policy 6 colon 238 was presented to the policy committee on January 22nd. The policy committee authorized its advancing to the process and the process includes a first reading on February 17th in public. And then it also will have a second reading or approval in March. The policy is the work of more than 20 people as the Gemini interview revealed student voice

teacher voice, building administrator voice, parent voice, community member voice, board member voice, all relevant participants in our school district’s operations. Please share any questions you have about the school district with our team. Thank you for listening to Lighthouse 112. For more information about generative artificial intelligence, tune in to our live school board meetings. Thank you.

Technology as represented by AI

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Building a Brighter Future: North Shore School District 112

Happy and Healthy 2026!

The North Shore School District 112 Podcast, Lighthouse 112, is back! In this first episode of the year, we discuss construction, rebuilding, the Strategic Change Agenda, and look forward. The Podcast is one of many sources of information about the school district, education, and topics of interest to the community. An AI-generated blog post follows the 11-minute episode and the “trailer” to the podcast. Welcome back to another great year of learning, leading, inspiration, engagement, and innovation!!

The post begins with a “highlight” (I’m still learning the new studio format) but in a 10 minute period you’ll get a nice overview of what’s going on here in D112!

If the players do not work on your browser, please copy and paste the link below!

https://riverside.com/dashboard/studios/michael-lubelfelds-studio/projects/69583953a8384ddf2bc4bb17?share-token=e0671d1301b228f77ec4&content-shared=project

AI Image reflecting future in Chicago

AI Generated Blog Post from Riverside FM

Title: Building a Brighter Future: Progress and Innovations in North Shore School District 112

Introduction:
Welcome to the latest episode of Lighthouse 112, the podcast dedicated to keeping the community informed about the North Shore School District 112. As we step into 2026, Superintendent Mike Lubelfeld shares exciting updates on school construction, student performance, and strategic initiatives that are shaping the future of education in Highland Park and Highwood, Illinois.

Main Content:
1. Ongoing Construction and Sustainable Initiatives
In North Shore School District 112, construction is a significant focus as the district continues to rebuild schools both literally and figuratively. Superintendent Lubelfeld proudly announces that Sherwood Elementary School is nearing completion, set to reopen this fall, while Brayside Elementary School is also undergoing renovations. The recent opening of Ravinia School, joining Indian Trail, Edgewood, and Northwood, highlights the district’s commitment to enhancing educational facilities. Notably, the district is investing in sustainable energy solutions, such as the first dynamic direct closed-loop geothermal well HVAC systems implemented at Ravinia School, with plans for similar systems at Sherwood and Wayne Thomas Schools.

2. Celebrating Student Achievements
Education is not just about facilities; it’s about student success. Lubelfeld reports impressive results from recent state assessments, with students in grades three through eight performing in the 90th percentile statewide. Notably, the English language arts ranking rose from the 84th to the 88th percentile. While acknowledging the importance of accountability in education, Lubelfeld emphasizes that true success extends beyond test scores. The district is committed to fostering student engagement and a positive organizational culture, which is crucial for holistic development.

3. Strategic Change Agenda and Community Involvement
The district is dedicated to continuous improvement, as reflected in its strategic change agenda, which was approved by the Board of Education. This collaborative effort involved nearly 300 community members, including parents, educators, and business leaders. The new mission statement focuses on transforming learning experiences, fostering curiosity, and creating a connected community. The district values compassion, equity, and safety, ensuring that every action aligns with these principles.

4. Communication and Community Engagement
Transparent communication is a cornerstone of the district’s approach. Monthly newsletters, board meeting highlights, and the Lighthouse 112 podcast serve as essential tools for keeping the community informed. Superintendent Lubelfeld encourages feedback and interaction, inviting community members to participate in surveys or reach out directly with their thoughts.

5. Future Plans and Opportunities
Looking ahead, the district aims to enhance literacy across all grades and improve middle school curriculums. Job vacancies are being posted for educators, inviting those who are passionate about teaching to join the North Shore School District 112 community. The district acknowledges the vital role that partnerships with parents and local businesses play in creating an enriching educational environment.

Conclusion: Key Takeaways
In conclusion, North Shore School District 112 is making remarkable strides in construction, student achievement, and community engagement. With a focus on sustainable practices and continuous improvement, the district is committed to providing a transformative learning experience for all students. As we move further into 2026, the partnership between educators, families, and the community will remain essential in fostering an inclusive and thriving educational environment.

Tags for SEO:
North Shore School District 112, education, school construction, student success, community engagement, sustainable practices, strategic change, literacy, educational initiatives, Highland Park, Illinois.

Keywords

North Shore School District 112, education, construction, sustainable energy, student success, community engagement, academic achievement, organizational culture, future goals

Summary

In this episode of Lighthouse 112, Superintendent Michael Lubelfeld discusses the ongoing construction and sustainable energy initiatives within North Shore School District 112, highlights academic achievements, emphasizes the importance of community involvement, and outlines the district’s future goals. The conversation reflects a commitment to continuous improvement and fostering a supportive educational environment for students and staff alike.

Takeaways

Construction is a major focus in the district.
Sustainable energy initiatives include geothermal HVAC systems.
Students performed in the 90th percentile statewide in assessments.
Education is measured beyond just test scores.
Community feedback is essential for continuous improvement.
The district’s mission emphasizes kindness and connection.
Staff satisfaction is notably high at over 86%.
The district reflects a diverse range of cultures and heritages.
Future goals include improving literacy and consolidating dual language programs.
The podcast aims to keep the community informed and engaged.

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2025 Year in Review: Steering Through Change, Staying Grounded in People

2025 Year in Review: Steering Through Change, Staying Grounded in People

Dr. Michael Lubelfeld | December 2025

As we approach the end of another year, I am filled with pride and gratitude for the collective achievements and impressive spirit of our students, staff, families, and community. The period from January to December 2025 has been marked by significant progress, innovation, and recognition for North Shore School District 112. It is my pleasure to share some of the highlights that have defined our year and reinforced our shared commitment to excellence.

This was a year of doing many things at once—strengthening the fundamentals that families rely on every day, while also pushing the system to adapt faster to what’s coming next. Not because change is trendy, but because schools can’t afford to be late.

The headline of the year: “Who decides?”

Our most defining work with artificial intelligence wasn’t really about AI tools—it was about governance.

We reframed a common question (“How do we use AI?”) into a better one:

Who gets to decide how we use AI in school?

That shift changed everything. Instead of treating AI as just another ed-tech rollout, we approached it as a learning-and-leadership challenge grounded in people, ethics, equity, and genuine student agency.

Student voice moved from “input” to “co-authorship.”

A major focus in 2025 was making student voice authentic—not symbolic.

That meant creating structured opportunities for students to:

  • test and learn within clear guardrails,

  • build AI literacy through real tasks (not hype),

  • shape norms and expectations around responsible use,

  • and contribute meaningfully to how we think about AI in learning.

When we treat students like partners in the work, trust grows faster—and the quality of the work improves.

Adult readiness: momentum, mixed feelings, and honest concerns

We also observed an increasing use of AI by educators for planning, differentiation, productivity, and operational support. At the same time, staff and community concerns remained real and worth addressing—not to be dismissed.

In 2025, we had to hold two truths at once:

  • AI can help teachers and students in practical ways.

  • AI also raises legitimate questions about privacy, integrity, equity, and environmental impact.

My stance stayed consistent: cautious optimism with guardrails.

Culture and community: the work behind the work

Innovation gets attention. Culture determines whether innovation survives.

This year included steady, unglamorous work:

  • tightening communication rhythms,

  • reinforcing professional learning and expectations,

  • listening through disagreement,

  • and leading with clarity when consensus wasn’t available.

Public education is not a “make everyone happy” business. It’s a “be coherent, transparent, and student-centered” business.

The program reflection stayed on the table

2025 also included continued reflection on academic programming—asking hard questions about sustainability, access, and long-term direction. That includes dual language conversations and how we evaluate programs through the lenses of equity, design, and community needs.

Program evaluation is not a verdict. It’s a discipline.

Our district’s dedication to academic excellence was prominently recognized this year. On the 2025 Illinois School Report Card, all nine of our schools earned one of the top two state designations. We are incredibly proud that Braeside Elementary School achieved the highest possible ‘Exemplary’ rating, placing it among the top 10% of schools statewide, while our other eight schools earned strong ‘Commendable’ ratings. This is a powerful validation of our educators’ hard work and our students’ perseverance. It also reflects the impact of our focused instructional efforts.

Across the district, we have now seen over four years of continuous growth in literacy achievement, laying a strong foundation for student success. We remain sharply focused on our “Wildly Important Goal” (WIG) of improving English Language Arts (ELA) proficiency. This year our students performed in the 88th percentile statewide in ELA and 90th percentile in math

Modernization and sustainability remained part of our identity

This year marked a historic milestone in our long-range facilities plan. In August, we celebrated the grand reopening of Ravinia Elementary School, a project that transformed our oldest school into a state-of-the-art learning environment.

The multi-million-dollar “gut rehab,” made possible by our community’s overwhelming support of the 2022 referendum, has beautifully blended the school’s century-old architecture with cutting-edge features. A highlight of this modernization is the installation of a pioneering geothermal HVAC system – the first of its kind in a U.S. public school – which is expected to significantly increase the building’s energy efficiency.

Our commitment to providing modern facilities continues with the modernization of Sherwood Elementary School. Following a groundbreaking ceremony in February 2025, this project is now more than halfway complete. When finished, Sherwood will feature a new gymnasium, a redesigned main entrance for enhanced safety, a new library, and its own geothermal heating and cooling system.

Meanwhile, we also initiated a major renovation of Braeside Elementary School in August 2025, marking the start of the final phase of our facilities plan. 

A personal note: leadership beyond the district

Outside the district, I continued to learn publicly—through leadership networks, national conversations, fellowships connected to AI and education, and ongoing writing. I don’t separate “district leadership” from “field leadership.” If we’re learning something that matters, we should share it.

What 2025 taught me (again)

If I had to sum up the year’s lesson, it’s this:

Change is coming either way. The question is whether we lead it—or let it lead us.

I’m grateful for the students, staff, families, and community partners who stayed with us—especially when the work was complex. That’s what real progress looks like: not perfect agreement, but shared commitment to moving forward responsibly.

From my internal “End of Year Message to the Community”, sharing video messages from Symvol.io in both English and Spanish

3-minute Video Message in English from Letter (AI Created)

3 minutos Mensaje de video en espanol de una carta (creado por IA)

As we celebrate these many successes, I am also mindful of the challenges we have navigated along the way. Every achievement this year – whether a student’s academic breakthrough, a finished building project, or a community event – was the result of hard work, collaboration, and the resilient character of our District 112 family. It is truly an honor to serve a community that is so deeply invested in the success and well-being of its children.

The achievements of 2025 are a direct result of the powerful partnership among our dedicated educators, talented students, engaged families, and supportive community partners. Thank you for your support, your trust, and your shared commitment to our mission. Together, we have made this year one of incredible growth and pride for our district.

As we look ahead to 2026, I am filled with optimism and excitement for what the future holds for District 112. Wishing you a joyful and healthy new year!

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From Urgency to Agency – Action Research in D112

As part of my work and scholarship with the Google GSV Fellowship (cohort 3) Google GSV Fellowship (cohort 3 I have the good fortune of doing actual Action Research in my school district!

Throughout my career, I’ve been a champion for student voice, choice, engagement, agency, and relevance in student work. From my 1997 publication to my latest book (releasing October 30, 2025) – Leading for Tomorrow’s Schools Today, Leading for Tomorrow’s Schools Today (with Nick Polyak), I have shared illustrations of how and why student voice must be (and can be) incorporated into learning and leadership.

Slides generated by NanoBanana3 from Google’s Notebook LM, https://drive.google.com/file/d/1TtmIbrzf_If5U5X20KT2CXCxgUuA00hZ/view?usp=sharing

My current Action Research project aligns with the tenets that have provided the foundation for the essence of my work.

Here is a video overview (2 minutes) from Notebook LM

Video Overview of Project from Notebook LM

From my “almost done” report on findings … From Urgency to Agency:  A Case Study in Student-Led AI Governance

Fellow for Generation AI – ISTE-ASCD (2025), Fellow for Google-GSV Cohort 3 (2026) 

With AI analysis and review by Manus AI, Gemini AI, OpenAI, Perplexity Pro, CoPilot, Student tools Magic School AI, Playlab.ai 

Date: November 26, 2025/10:30am

This project has been a resounding success, not because it has solved every problem, but because it has identified the right issues and laid out a clear path forward. It has moved NSSD 112 from the simple question of “How do we use AI?” to the more critical and complex questions of “Who decides?” and “How do we ensure this transformation is equitable, meaningful, and sustainable?”

1. Executive Summary

This case study documents a transformative six-month action research initiative by North Shore School District 112 (NSSD 112) to answer a critical question: How can we systematically center student voice in AI integration? The project evolved from a technology implementation plan into a profound exploration of student agency, equity, and instructional leadership. By applying the ISTE-ASCD Transformational Learning Principles of Nurture, Guide, and Empower, the district answered its core research questions and developed a model for student-led AI governance. The initiative’s central discovery was that the most effective way to promote trust, equity, and responsible adoption is to empower students as creators, not just consumers, of AI. This culminated in an implementation where eighth-grade students built their own AI-powered tools to solve community problems, earning them an equal seat at the table to co-author district AI policy. This report traces that journey, offering a replicable framework for other districts seeking to move beyond asking for student feedback to building a system where student voice has binding power.

2. The Catalyst: A Data-Driven Call for Student Voice

Every significant change begins with a compelling reason to act. For NSSD 112, the urgency was not born from the hype surrounding AI, but from a deep-seated, data-driven understanding of a persistent local challenge. For six consecutive years, the district’s student engagement surveys revealed a critical area for improvement: the dimension of “Choice,” which consistently ranked as the lowest-scoring metric [1]. This data was a clear signal that students felt a lack of agency and ownership in their learning. This internal call to action was amplified by the findings of a 2020-2021 Equity and Inclusion Audit, which explicitly noted that students desired more meaningful opportunities for their voices to be heard [2].

This internal pressure converged with external forces. The public release of ChatGPT in November 2022 and subsequent reports on AI’s projected impact on the global workforce created a broader context of inevitability and opportunity [3]. The district’s leadership astutely connected these threads, framing the exploration of AI not as a technological mandate, but as a potential solution to a long-standing pedagogical problem. The key discovery during this phase was that authentic, data-driven urgency, rooted in student experience, is a far more powerful catalyst for change than external technological trends alone.

3. A Framework for Transformation: Research Questions and Learning Principles

The project was guided by a central research question regarding student voice, supported by three leadership-focused inquiries. The district’s journey reveals that the answers to these questions were discovered through the active application of the ISTE-ASCD Transformational Learning Principles of Nurture, Guide, and Empower.

Research Question Transformational Learning in Action Key Findings & Evidence
How to center student voice in AI integration? EMPOWER: The ultimate strategy was to empower students as creators. By building their own AI tools with Playlab.ai to solve community problems (e.g., refugee legal aid, wellness), students moved from being subjects of research to being its leaders.
RQ1: What competencies do leaders need? NURTURE: Leaders must nurture a culture of psychological safety for experimentation and risk-taking. The “Familiarity-Skepticism Paradox” revealed that technical knowledge is insufficient. Leaders need adaptability and the courage to cede control and address complex ethical concerns.
RQ2: How to design effective professional learning? GUIDE: The project itself served as a guided, differentiated PL experience. The bifurcated model—a “walled garden” for 4th graders and “open creation” for 8th graders—provided novel growth for both, demonstrating the need for developmentally appropriate pathways.
RQ3: What strategies promote trust and equity? EMPOWER: The strategy of student co-creation built profound trust and demonstrated a commitment to equity. Empowering students to build their own tools earned them an equal seat on the District Technology Committee, creating a binding mechanism for their voice and ensuring equitable adoption.

This framework illustrates that transformational learning is not just an outcome for students, but a process for the entire system. The following sections detail how this process unfolded.

Next … find a blog post “written” or created, by Google’s Notebook LM from the source (my report) – cool usage of AI – please read to the end and see my gratitude/acknowledgements!

From Users to Architects: How Students Took the Reins of AI and Earned a Seat at the Policy Table

When schools discuss artificial intelligence, the conversation often follows a predictable script. It’s a top-down dialogue focused on control, preventing cheating, and equipping teachers with the latest efficiency tools. The questions are typically about implementation: Which platforms should we buy? How do we train our staff? How do we regulate student use? This approach frames students as the subjects of AI policy, not its authors.

But what happens when a district flips that script entirely? North Shore School District 112 (NSSD 112) decided to find out. Facing years of data showing that students felt a lack of choice and agency in their learning, the district embarked on a radical experiment. They shifted the central question from “How do we use AI?” to the far more critical question of “Who gets to decide?”

This case study reveals the surprising and powerful lessons learned when a school district hands the keys to the students themselves. It’s a story about moving from a culture of compliance to one of co-creation, where middle schoolers didn’t just provide feedback on AI—they built it, mastered it, and ultimately earned the power to govern it.

——————————————————————————–

1. Takeaway 1: True Agency Isn’t Giving Feedback—It’s Giving Power.

The project’s most significant outcome wasn’t a new app; it was a new power structure. Eighth-grade students earned a permanent, equal seat on the District Technology Committee.

This was not a token position for collecting student feedback. These students are now actively co-authoring the district’s official AI policies and procedures. This created a “binding mechanism” that converts their voice directly into policy, ensuring their influence is not just heard but formally integrated into the system’s DNA.

This monumental shift occurred for one simple reason: the students proved their competence and their capacity for ethical thinking by becoming architects of their own sophisticated AI tools. They demonstrated that they were not just passive consumers of technology but responsible creators, earning them the right to help shape the rules for everyone.

“It has moved NSSD 112 from the simple question of “How do we use AI?” to the more critical and complex questions of “Who decides?” and “How do we ensure this transformation is equitable, meaningful, and sustainable?””

2. Takeaway 2: Students Become Ethical Architects When We Let Them Build.

The project’s core discovery was that genuine agency requires the power to create. By shifting students from passive “consumers” of AI to active “architects,” the district unlocked a new level of engagement and ethical responsibility.

In the 8th-grade “Open Creation” model, students used the Playlab.ai platform—a tool that enables users to build AI chatbots without coding—to design and program functional applications that solved real-world community problems. The sophistication and empathy embedded in their projects were extraordinary.

  • Immigration Guidance System: This app guides users through the complex U.S. immigration process. Going far beyond simple information delivery, the students programmed the AI with a critical safeguard: it must require source verification and citation, instructing the tool to “cross reference, and from reliable sources” and “Inform the user of where the information was gotten.” This demonstrates a mature understanding of information integrity in a life-altering context.
  • Legal Translation for Immigrants and Refugees: Showing deep empathy for systemic barriers, students built a tool to translate legal phrases between English and Spanish. Instead of a generic translator, they pre-loaded it with phrases specifically relevant to immigration and refugee contexts, designing a solution for a vulnerable population.
  • Multilingual Tutoring Support: To tackle educational equity, students created a personalized tutor. It was built with multilingual support (English, Spanish, and French) and designed to help with executive function skills by tracking due dates and quizzes, showing a holistic understanding of student needs.
  • Hangout Ideas: A chatbot designed to combat screen fatigue by suggesting real-world, fun, and affordable social activities for teenagers, demonstrating an awareness of their peers’ mental health and wellness.

What made these projects so impressive was not just their technical function but their built-in ethical guardrails. Students programmed their AI tools to avoid judgmental language, be inclusive, and avoid stereotypes. They didn’t just build tools; they built tools designed for trust, safety, and equity.

3. Takeaway 3: The Biggest Hurdle Isn’t Fear—It’s Familiarity.

In a counter-intuitive discovery, the research revealed a “Familiarity-Skepticism Paradox” among educators.

The project found that deeper familiarity with AI sometimes led to higher resistance to its adoption, not lower. This occurred because educators with more knowledge were also more keenly aware of AI’s legitimate flaws, including its potential for bias, hallucinations, and other complex ethical concerns.

This finding carries a critical implication for schools everywhere: effective AI adoption requires more than just technical training. It reveals that leaders must cultivate a culture of “psychological safety for experimentation” and have the courage to cede control, creating spaces where these valid and complex ethical questions can be addressed openly.

4. Takeaway 4: AI Literacy Is Not One-Size-Fits-All.

The district recognized that a single approach to AI education would fail to meet the diverse needs of its students. Its success hinged on a “bifurcated strategy” that created developmentally appropriate pathways for different age groups.

  • The “Walled Garden” (4th Grade English Learners): For younger students, the district created a protected, teacher-guided environment using Magic School AI. In this safe space, AI served as a scaffold for language development. It provided standards-aligned writing support and non-judgmental feedback, nurturing confidence and skill. Data showed the most-used tools were the Idea Generator and Text Proofreader, demonstrating a focus on foundational writing skills.
  • The “Open Creation” Model (8th Grade Students): For older students, the district used Playlab.ai to foster a high-agency environment. This model empowered them as builders and creators, trusting them to identify real-world problems and design their own AI-powered solutions from the ground up.

This differentiated approach was essential. By meeting students where they were, the district provided novel and meaningful growth experiences for both groups, proving that effective AI literacy must be tailored to the learner.

——————————————————————————–

Conclusion: From Using AI to Governing AI

The success of North Shore School District 112’s initiative came from a profound shift in focus—away from the technology itself and toward student agency and governance. The project didn’t just solve the district’s long-standing problem of low student agency; it forged a new, sustainable model for technology governance, proving that student agency is the engine of meaningful change.

By empowering students to be creators, problem-solvers, and ethical stewards, the district discovered that the most powerful way to prepare students for a future with AI is to let them build it. This journey moved them beyond simply using AI tools to fundamentally rethinking who holds the power to shape them.

What could your students create if they weren’t just asked for feedback, but were given the power to build the future?

The above post was created by Gemini/Google Notebook LM

Overall – I cannot thank the folks who worked with me enough!

Acknowledgements and Thanks to:

I would like to thank the following individuals who have made significant contributions to this work. The incredible students at Oak Terrace & Edgewood Schools!!

Jeremy Wickham, Co-Researcher and Executive Director for Technology & Operations, North Shore School District 112

John Whitehead, 8th-grade social studies teacher at Edgewood Middle School

Rebecca Condon, Instructional Coach at Edgewood Middle School

Kaye Piña, English Learner Teacher, Oak Terrace School

Sarah Jablonski, Instructional Coach at Oak Terrace School

Anthony Swope, Principal at Edgewood Middle School

Jenny Schwind, Principal at Oak Terrace School

Monika Patel, Playlab.AI Partner in research & implementation at the 8th-grade site

Stephanie Carmella Barrazza, LEAP Innovations & Community Member, for help in facilitation at the 8th-grade site

The Board of Education of North Shore School District 112

Google GSV

Generation AI ISTE-ASCD

Dr. Martha Salazar-Zamora

Dr. Michael McCormick

fun AI Image

We are edu superheros

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Leading for Tomorrow’s Schools Today – New Book Alert

Nick Polyak and I are proud to announce that our 5th book is just about on the marketplace! Leading for Tomorrow’s Schools Today, Bloomsbury Academic Press, will be available October 16, 2025 – it’s available for

Book Cover

Leading for Tomorrow’s Schools Today

preordering today directly from the publisher – visit https://www.bloomsbury.com/us/leading-for-tomorrows-schools-today-9781475874877/

Here is a cool, “AI” Generated Video that took the preface and introduction and made a 3-minute overview – HT to Dan Fitzpatrick for the tip to use Symvol.io

https://app.symvol.io/videos/file-1fd5 (link) or see the embed below

Overview

Leading for Tomorrow’s Schools Today is a forward-thinking guide for educational leaders navigating the rapidly changing landscape of 21st-century schools. Authored by seasoned superintendents Mike Lubelfeld & Nick Polyak, this book offers practical strategies and insightful reflections on how to lead effectively in times of change and uncertainty. Drawing on years of experience and a deep understanding of the educational field, the Promo for Bookauthors provide a roadmap for fostering growth, embracing innovation, and driving meaningful transformation in schools. The book emphasizes the importance of change and growth planning, highlighting proven approaches to cultivating a positive school culture, empowering teachers, and enhancing student outcomes. With a focus on both the challenges and opportunities that lie ahead, Leading for Tomorrow’s Schools Today equips leaders with the tools and mindset necessary to create learning environments that prepare students for success in a complex and dynamic world. This book is an essential resource for current and aspiring school leaders committed to shaping the future of education.

Tom Murray wrote the Foreword!

Glenn Robbins, Zandra Jo Galván, Gladys Cruz, and Jeff Dillon wrote Vignettes!

Table of Contents

Foreword by Tom Murray

Preface

Acknowledgments

Introduction

List of Tables & Figures

Section 1: Leadership is Change 

Chapter 1: Cultivating Change 

Chapter 2: Selection of Staff, Who, How, and How Long?

Voices from the Field: Leading Transformation in a VUCA World: A Progressive Vision for Brigantine Public School District by Glenn Robbins, Superintendent

Section 2: Go Where the Smart People Are – Learning From Others

Chapter 3 : Networks and Professional Organizations

Chapter 4: Language Matters

Voices from the Field: My Journey of People-Centered Leadership as Superintendent by Dr. Zandra Jo Galvan

Section 3: You Can Do It

Chapter 5: We’re Not Broke, We’re Broken

Chapter 6 Transformation: Flip the Mindset

Voices from the Field: Expanding Pathways to Success by Gladys I. Cruz

Section 4: Change Faster – Embrace Your Context – Revolutionary Change

Chapter 7: Bomb Threats and Social Media

Chapter 8: Artificial Intelligence & Innovation

Voices from the Field: The Student’s Bill of Rights by Jeff Dillon, 

Conclusion

References

Appendix A Interviews from the Pandemic Era-Use Case for Generative AI and Leadership

Appendix B (Teach AI Guidance)

Appendix C Listing of Generative Artificial Intelligence Tools Used Throughout this Book

About the Authors

We’re grateful to our testimonial endorsers too!!

Thank you Luvelle, Joe, Courtney, Chris, & Lupita!!

The vast amount of professional experience and talent that exists with Mike Lubelfeld and Nick Polyak is on full display in Leading for Tomorrow’s Schools Today. They inspire me and others through research, practical frameworks, and case studies that reveal  strategic and successful approaches to innovating in school. Their text should be required reading for any leader wishing to be highly effective with change management and the implementation of generative artificial intelligence into their practices.

Luvelle Brown

Superintendent, Ithaca City School District

Founder/CEO Love2Achieve LLC.

Leading for Tomorrow’s Schools Today provides a rich blend of real-world experience and practical insights from two seasoned superintendents who have navigated and led change in schools for nearly 60 years. Through compelling stories, Mike and Nick emphasize how creating supportive conditions and fostering innovation leads to long-term success. The book offers lessons that extend beyond education, making it a valuable read for leaders in all fields of leadership. Mike and Nick provide a clear framework for understanding and managing the complexities of organizational change. This is an inspiring and practical guide for anyone looking to lead purposefully and prepare everyone in their organization for the future.

Joe Sanfelippo

Superintendent, Author, Speaker, Wisconsin

In Leading for Tomorrow’s Schools Today, Polyak and Lubelfeld delve deep into the realities of leadership, embracing the chaos and resistance that often accompany the drive for change. They do not shy away from the difficulties but instead confront them head-on, offering a wealth of success stories that illuminate their points, offering real-world examples of how visionary leadership can yield remarkable results and a candid exploration of the obstacles leaders face. Polyak and Lubelfeld urge us to adapt and be flexible, framing leadership as an evolving journey rather than a destination.Their approach is both pragmatic and inspirational, thought-provoking yet practical, encouraging leaders to view challenges as opportunities for growth rather than insurmountable barriers. Leading for Tomorrow’s Schools Today is a vital read for anyone in educational leadership. 

Courtney Orzel

Superintendent

Lemont Bromberek Combined School District 113A, Illinois

Leading for Tomorrow’s Schools Today by Nick Polyak and Michael Lubelfeld offers a robust framework that has become a cornerstone for how we approach change management in our AASA Redefining Ready work. The practical tools and insights in this book have directly supported our mission to redefine what it means for students to be college, career, and life-ready.

Polyak and Lubelfeld’s CHANGE Framework—Challenge the Status Quo, Have Open Conversations, Adapt and Be Flexible, Navigate Obstacles, Generate a Shared Vision, and Enjoy the Journey—is particularly valuable in guiding school leaders through the transformation required in our AASA initiatives. We’ve applied this framework to help districts across the country rethink outdated measures of success, shifting focus to real-world indicators such as career pathways, internships, and dual credit programs, which better prepare students for life after graduation.

Their use of the Satir Change Model has given us a structured process for managing resistance and chaos that inevitably arise when implementing new readiness metrics. This model provides the emotional and psychological scaffolding that leaders need to navigate through disruption and arrive at a new, more equitable status quo—one where students are assessed not just by test scores, but by their demonstrated readiness for the future.

Additionally, their call for embracing AI and innovation mirrors the cutting-edge work we are doing in Redefining Ready to prepare students for the future workforce. Their emphasis on future-focused leadership is critical as we guide districts in integrating technology and real-world learning experiences into the curriculum.

This book is not just theory—it’s a playbook for action. It has been instrumental in shaping our strategies, and I believe it’s a must-read for any school leader looking to foster transformative, sustainable change in their district.

Christopher Nesmith

Superintendent 

Elma School District, Washington

Dr. Michael Lubefield and Dr. Nick Polyak are nationally renowned and highly esteemed leaders. They are masterful at fostering strong relationships on behalf of their school district communities. Through their co-teaching of both aspiring and current superintendent classes, they effectively impart their extensive knowledge, experience, and expertise to many leaders.

Their book, Leading for Tomorrow’s Schools Today, is a valuable resource for all leaders working in different organizations including school systems. It serves not only as a comprehensive guide but also as a compelling call to action, emphasizing the critical role we play in shaping the future of our students. Leadership at all levels matters tremendously!

I was particularly impressed by their authenticity and their ability to provide real-life examples of challenging situations. They effectively demonstrated how they employed successful strategies to motivate staff and achieve positive outcomes across different school systems. Their commitment to generating clarity, fostering a shared vision for success, and encouraging constructive dialogue to challenge the status quo highlights their dedication to forward-thinking leadership. This approach is crucial, as it underscores our responsibility to build future-ready schools that meet the needs of ALL students.

Gracias!

Dr. Lupita Ley Hightower

Superintendent/Treasure Hunter

Arizona Superintendent of the Year 2023

Tolleson Elementary School District, Arizona

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Change Process – Human and Generative Artificial Intelligence

In this blog post I share two posts – one written by me as an actual human and one generated by a large language model using generative artificial intelligence based only on the title and the quote by Dr. Mollick.

I like them both – and I am not surprised  that the “artificial” one (drawn from nearly two years of my history using the tool in a variety of use cases) did a really nice job … you be the judge 🙂

Is it live – or is it Memorex (for those of you who get the reference – a tip of my hat)

How do we harness a billion people using AI while managing the chaos that comes with it? – Ethan Mollick (One Useful Thing Newsletter August 28, 2025)

So for the past two years I have been engaged in scholarly and practitioner based study and research and practice with generative artificial intelligence. I’ve applied for and been accepted into two national fellowships (Generation AI with ISTE/ASCD and Google GSV Cohort 3), I won a regional award from IETL, their Delta Award, and I’ve overseen the deployment and evolution of educational generative artificial intelligence here in North Shore School District 112.

Additionally, not to brag – but it is my blog LOL – me and Nick Polyak have our 5th book coming out any day now, Leading for

Book Cover

Leading for Tomorrow’s Schools Today

Tomorrow’s Schools Today (2025 Bloomsbury Academic Press) which shares the CHANGE leadership framework and expands on the innovative power and approaches of generative artificial intelligence.

Now – please re read the quote at the start of this post – stop for a moment – Dr. Mollick is one of the world’s leading scholars and scientists with respect to Gen AI – his question stopped me in my tracks.

When it comes to the chaos that comes with it I start with the potential and real negatives that have been brought forth since November 2022 – including:

Is it about mental health – yes/no. Is it about cheating – yes/no. Is it about mass hysteria (hopefully no).  Is it about impact (negative) on the environment (power grid, energy, water, climate, mining, data). Is it about impact (negative or transformative) on the economy/job market.

Or is the chaos on the positive side too?

The calculator for the humanities (Amanda Bickerstaff called Gen AI this on a webinar last year). Is this hope for those without abundance resources in developing areas for equitable access to high powered language models? Is this hope for differentiating education and learning opportunities for all learners (finally?!) Is this transforming education – a structure and system often criticized for operating under a 19th century structure?

Or is it “all of the above” – I think that Dr. Mollick calls for us to lean into the all of the above. With nearly a billion people (not a typo) – one eighth of all known humanity – using Gen AI tools each week – in every industry – how can “we” – the collective we harness/manage and leverage for the GOOD of humanity the powerful technological advances in our midst.

It’s not some futuristic sci fi movie with robots – it’s a showroom in suburban (anywhere) with robots … I was visiting a family member at the hospital last week and a robot that looked like Rosie from the Jetsons was near the elevator – it was a cleaning robot. It’s 2025 – this is reality. In what major ways are we creating the conditions so that the adults who support the adults who support the children are maximizing the ability to leverage Gen AI with safeguards, guideposts, literacy, fluency, and above all else – HUMAN intelligence?

This is the call to action – for us all – let’s keep sharing research, learning, hands-on approaches so that we can attempt to keep up with and “harness” the powerful technological advances of Gen AI in pursuit of positive, pro-social, powerful applications.

What I wrote above is “human” – “bespoke” – my voice from my brain.

What I share below is from a large language model – here is the prompt I used,

Knowing what you know about me and my writing, take the following title and quote and write a blog post in my voice and perspective – Change Process

How do we harness a billion people using AI while managing the chaos that comes with it? – Ethan Mollick (One Useful Thing Newsletter August 28, 2025)

Here’s a draft blog post in your voice and perspective, using the title and quote you provided:

⸻

Change Process

“How do we harness a billion people using AI while managing the chaos that comes with it?”

— Ethan Mollick, One Useful Thing Newsletter, August 28, 2025

⸻

When I read Ethan Mollick’s reflection, I stopped in my tracks. A billion people. A billion minds, hands, and hearts using AI tools simultaneously. That’s not a distant future—it’s the present rapidly unfolding in front of us. And like every massive change in history, it’s messy, chaotic, and deeply uncomfortable. But it’s also filled with possibility.

The change process has never been about neat transitions. Whether in schools, government, or business, change comes in waves—often crashing before it calms. What separates thriving organizations from struggling ones is not whether they experience chaos (they all do), but how they lead through it.

In my leadership framework, CHANGE isn’t just an acronym. It’s a call to action: challenge the process, have open conversations, adapt and flex, navigate obstacles, generate a shared vision, and enjoy the journey. AI accelerates every one of these elements. The stakes are higher, the timelines are shorter, and the margin for complacency has evaporated.

fun AI Image depicting an Edu Guardian

We are edu superheroes

For superintendents, principals, teachers, and frankly anyone in leadership today, the AI revolution is not optional. Our students are already experimenting with it. Our staff are already finding ways to lighten their workloads with it. Our communities are already questioning what this means for learning, work, and ethics. Pretending otherwise—or worse, delaying action—creates confusion and distrust.

So how do we “harness a billion people” while navigating the chaos? We lean into the same truths that have carried us through every seismic shift before:

• Acknowledge the chaos. Change is disruptive by design. Leaders must stop sugar-coating and start naming the mess out loud.

• Prioritize learning, not perfection. Just as we don’t expect kindergartners to master reading overnight, we shouldn’t expect staff or systems to “get AI right” instantly.

• Center humanity. Tools are powerful, but people are irreplaceable. Ethics, equity, and empathy must drive our adoption.

• Build collective vision. Harnessing a billion people requires alignment—not just top-down mandates, but shared ownership of the future we’re building.

Mollick’s challenge isn’t theoretical. It’s practical. It’s urgent. The change process is unfolding whether we’re ready or not. Our choice is whether to lead it with courage, clarity, and vision—or to be swept aside by the waves.

For me, and for the schools and communities I serve, the answer is clear: lean into the chaos, guide it with purpose, and keep our eyes on the bigger picture—creating tomorrow’s schools, today.

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Honoring Our Past, Leading Toward the Future

By Dr. Michael Lubelfeld with support from Open AI’s Chat GPT 4o– July 2, 2025

As we gather this Independence Day—surrounded by the sights, sounds, and symbols of freedom—I’m reminded that the story of America is still being written. And in public education, we are among its most active authors. With more than 33 years dedicated to public education, I am a proud supporter of public education and education in general! Each July 1 we get a “do over” and a new, fresh start. Each July 4 we get to celebrate our freedom, liberty & pursuit of happiness!

This Independence day isn’t just about celebrating our past—it’s about renewing our commitment to the ideals that shaped our democracy: equity, liberty, opportunity, and the power of an informed citizenry. These values are alive in every classroom, every team meeting, and every brave decision we make to serve each child, every day. These values are also embedded into our modernized Strategic Change Agenda in District 112 – with support and guidance from the Schlecty Center! Links- https://www.nssd112.org/about/strategic-change

In North Shore School District 112, we are embracing the future with courage, clarity, and care. This year, we’ve expanded our work with generative artificial intelligence—not as a replacement for human insight, but as a powerful partner to amplify what great teachers and leaders do best. We’re integrating tools like Google’s Gemini for Education, MagicSchool AI, and School AI, and we’re actively building custom applications that serve our teachers, staff, and students with real-time insights and support. I always remind people that Human Intelligence supercedes any Artificial Intelligence, and I am a proud founding member of the Human Intelligence Movement!

Through my role as a superintendent, author, and Generation AI Fellow with ISTE-ASCD, I’ve had the honor of learning alongside national leaders in this fast-moving space. But more importantly, I’ve had the opportunity to model and demystify AI for those we serve. We’re showing that with thoughtful implementation, professional development, and ethical guardrails, AI can improve instruction, streamline operations, and increase engagement, while keeping humanity and relationships at the center.

As we celebrate Independence Day, I’m also moved and quite proud that in North Shore School District 112, we’re not just modernizing buildings with geothermal energy and 21st-century learning spaces—we’re modernizing mindsets. Our multiple modernization projects and our Recent innovative Geo Thermal work are designed to impact our community for decades/generations!

Our nation’s founders believed in the power of a well-educated populace. Today, that includes preparing students and educators alike to live, lead, and thrive in a world powered by AI, collaboration, and constant change. That’s why I often say: We are not leading for today’s schools. We are leading for tomorrow.

As we celebrate our freedom today, I hope we also recommit to the work that lies ahead—the unfinished work of creating schools that are equitable, innovative, and deeply human. To our families, faculty, staff, and community partners: thank you for your trust and partnership. Thank you for believing that public education can—and must—rise to meet the moment.

Wishing you a joyful and meaningful 4th of July.

With hope and pride,

Mike

Superintendent | Author | Generation AI Fellow | Advocate for Future-Ready Leadership

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Now What – So What – Inspiration & Learning

Define Superintendent (education) – to Chat GPT – 4o – Gen AI …

Here’s an inspirational version of the definition for your blog post intro:

A superintendent is more than an administrator—they are a visionary leader, a champion for children, and the steward of a community’s hopes for its future. In public education, the superintendent guides a school district’s mission, ensuring that every child has access to opportunity, every educator has support to thrive, and every decision reflects a commitment to equity, excellence, and growth. At their best, superintendents inspire transformation, shaping not only schools but the lives they touch.

So, as I resume my “normal” routine as a superintendent after an exceptional professional learning experience, I offer tremendous thanks to Nick Polyak, Scott Rowe, Matt Montgomery, and the entire AASA Staff! The AASA Innovation for Transformation Consortium Spring Event was outstanding.

Human Centered Artificial IntelligenceI’m grateful to Google, Stanford, JASON Learning, and Magma Math for support.

I’m grateful to so many for the tremendous insights, inspiration, ideas, innovations, empowerment, and more.

My two earlier blog posts highlight and detail learning and experiential opportunities. Gen AI usage as superintendent – Reflections from Google – AASA ITC Learnings from the Unfinished & Unlearning Leader #112Leads

So What – Now What – After learning, After studying, After reflecting, After sharing – now what? and … So What? Those are critical questions I consider each time I learn, study, do, act, and attend or lead a conference. In this blog post, I’ll reflect on our power-packed visit to Stanford as well as a few of my own “now what/so what” ideas!

On our final day, we visited Stanford University – WOW! Beautiful, Iconic, Serene, Cool, Fun, Nice, Impressive, Innovative, Inventive, Creative, Forward Thinking, Cutting Edge … I could go on …

Stanford U - Grad School of Education

We enjoyed fabulous lectures and presentations by Isabelle Hau, the Executive Director of Stanford’s Accelerator for Learning, whom we also met on our first day, the Dean, Dean Dan Schwartz of the Graduate School of Education at  Stanford and some other really inspiring folks at Stanford who are making a difference each and every day!

We explored concepts like,

What do people need to learn, and how should people go about this? We pondered …AI and Automation – we were reminded of an old but very important study that implicates “automation” and our industrious approach as a nation over decades to learn more and do better … we pondered the Iconic Stanford1897 “Curve of Improvement” where people studied productivity in terms of the number of letters people could send per minute… morphing into the number of weeks of practice…

This 19th-century example resonates with our 21st-century Gen AI “automation” craze in which we are living right now. Discussions of the The curve of improvement – “Power Law of Learning” -80/20 rule – when you first learn, you learn really quickly … all of this relates to our leadership development and teaching PK-12/20.

This is what AI does – automate… so many cool and provocative concepts for our thinking, reflecting, and ultimately for our “So What Now What moments – so much TIMELY and RELEVANT insights from the dean and Infospherethe faculty! We ideated and thought about how we are using AI for Learning – Automation and Efficiency – kids taking speeded tests – no mistakes … scrounging – end of with personalized automated tutors – ONE Trajectory… so many ideas and thoughts … the lectures were great, the preparation was meaningful and we felt highly valued and cared for on our learning visits!

Sometimes, as an educator, teacher, researcher, student, superintendent, human, after we visit a really cool and impactful set of places, like on this AASA consortium visit, it takes a while to reflect and “unpack” all of the learning. I’m the kind of person who likes to get his thoughts out in writing (like via blog posts) in an effort to synthesize and integrate new learning with existing learning. My aim is to learn and grow as a person with a growth mindset, and to also learn and grow so I can best support the adults who support the adults who support the students in our organization.

So my “now what so what” is multi-phased. Now what? I read, I reflect, I write, I think of ways to share this learning with colleagues, leadership team members, the Board of Education, teachers, students, and the community. I reach out to others and reflect together on potential joint projects. I do something with what I learned so that the value proposition is to “pay it forward”.

For example, at Stanford, we learned how to build an educational/teaching “bot,” and it was “hands-on,” and it was inspiring. With guidance from Josh Weiss Director of Technology and Innovation, Stanford Accelerator for Learning, and Reuben Thiessen, Emerging Technology Lead at Stanford Accelerator for Learning, we gained really cool exposure to a sophisticated, yet elegantly simple “bot” to build for learning support. This was so powerfully impactful for me that we followed up after the visit. Members of my team and I will be attending a follow-up training session. Part of my own learning includes reviewing my notes, the audio files, the transcripts, the slides and resources the partners shared, and more!

As an example of applied learning, the “building a bot” experience allows us to consider engagement and  creation via “Bloom’s Taxonomy” – the original taxonomy of the cognitive domain that every teacher learns in college – “knowledge, comprehension, application – then analysis, synthesis & evaluation”. The “updated” taxonomy is similar, “remembering, understanding, applying, analyzing, creating, evaluating”.  With respect to “what can Gen AI tools do” – as an example – well – they can do a lot … tutor, advisor, teacher assistant, thought partner, etc. One of the coolest parts of the building a bot from the Stanford expert thinkers is that it allows the creator to contemplate various roles at the outset to “guide/train/help” the AI do it’s “job”.  Creating the persona, users, tone,  learning theories, process, limitations & adjectives is all at the “front end” of the design – Gen AI is not just a “fancy search tool” – on the contrary -with the proper thinking and input it can be so much more.

So now we move into the Age of Creation … we pondered some motivators like what people do for hobbies (when they “CAN”) vs “work” when they “HAVE” to do something. Motivational goals are essentially set forth so that “we” do something to get rewarded – an example was that some people take “terrible” flights, just to get more “points” and so on! Beyond that, we also got to think and see in a robotics environment – we got to see, learn about, and touch OceanOne  Thanks for all the inspiration … we have so much to learn, do and consider.

Our School District’s motto is Inspire, Innovate & Engage – the experiences this past week fully illustrated the essence, spirit, and illustration of our motto!

Ocean One

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Gen AI usage as superintendent – Reflections from Google – AASA ITC

For emphasis I am sharing a few use cases for Generative AI in this blog post

All content is actually my own and content from speakers (with their consent) via AI tools (glasses, iPad, phone, & other).

I took my “bespoke” notes – that were enhanced, reviewed, proofread and modified by various Gen AI tools and finally, with a prompt to Gemini, Using Canvas and 2.5Pro – see the prompt (unedited)

Is this a good blog post for my post? I’m Mike lubelfeld from mikelubelfeld.edublogs.org, Today, we are at GooglePlex in Mountain View, California. We are greeted by a Google For Education quote that reads, “Elevate education with simple, flexible, and secure tools.” The entire atmosphere is positive, composed, future-oriented, and innovative. I have visited GooglePlex before, and each experience has been as exceptional or more so than the previous one. From the imaginative furniture, billiards, micro and macro kitchens, G-Bikes, and the rich history to the electrifying energy of each learning session, the visit to Google is truly inspiring.

Then Gemini gave insights and feedback and a few suggestions for improvements – I then prompted Gemini to make the suggested edits … here is the Human inspired, Gen AI improved, blog post!

Okay, Mike, here is a revised version of your blog post draft incorporating the suggestions. I’ve focused on improving flow, clarifying the use of AI tools, adding structure with headings (using markdown), and slightly refining phrasing for conciseness and clarity.

Reflections from GooglePlex: AI, Innovation, and the Future of Education

(By Mike Lubelfeld, mikelubelfeld.edublogs.org)

Greetings from GooglePlex in Mountain View, California! Stepping onto the campus, we were immediately met with a powerful Google For Education quote: “Elevate education with simple, flexible, and secure tools.”This set the tone for an experience steeped in a positive, future-oriented, and innovative atmosphere. Having visited GooglePlex before, each visit seems to surpass the last – from the imaginative furniture and G-Bikes to the palpable energy in every learning session, it’s truly inspiring.

Our District’s Journey with Google Tools

Our school district has been leveraging Google’s tools for some time now, starting when Gemini was still known as “Bard.” As a Google For Education Advanced Workspace district, we actively employ a suite of tools including Gemini, Google’s NotebookLM, Vids, Veo, Deep Research, AI Studio, and more. Google is clearly concentrating heavily on generative AI, and the rapid advancements and daily improvements across their tool suite are remarkable.

This post, much like previous reflections, aims to share personal insights, journal entries, and “experience sharing” about the lessons learned and their broader implications.

Session 1: AI in Practice & What it Means for Education

Our day kicked off with an engaging session titled “AI in Practice & What it Means for Education.” We started with a light-hearted LLM exercise involving “sniglets.”

A sniglet is a word that isn’t in the dictionary but perhaps should be – often humorous and describing something nameless. We used Gemini (Gemini.Google.Com) with a prompt asking it to act as a superintendent and compose two humorous, education-related sniglets. (Sharing these creative outputs was a fun icebreaker!)

From there, we dove into the evolution of generative AI, tracing the path from traditional programming to neural networks and today’s large language models. A key moment highlighted was Google’s introduction of the Transformer (the “T” in GPT) back in 2017. Now, in 2024, we’re firmly in the era of multi-modality – integrating text, images, video, and audio. It was fascinating to hear how technology, like Osmo equipping computers with a sense of smell, is attempting to replicate human senses to better support us.

AI Adoption: Students vs. Teachers

We discussed the current landscape of AI adoption. A 2024 Digital Education Council report indicated that 86% of students are using AI tools. However, this usage contrasts sharply with teacher adoption rates. According to Education Week in October 2024, only 36% of teachers nationwide reported using AI tools. This gap highlights a critical area for professional development and support.

We also watched and discussed the impressive video “Airhead Made by Shy Kids,” created using OpenAI’s Sora video generation model, prompting thoughts on creative potential and ethical considerations.

Google’s Approach: AI Principles and Tools

Google emphasized its core AI principles: pursuing bold innovation while ensuring responsible development and deployment, fostering collaborative progress, and maintaining a sense of togetherness.

We explored SynthID, Google’s tool for watermarking AI-generated content, a crucial aspect of responsible deployment. The discussion centered on AI as a tool – like a hammer or calculator – and how we can create conditions where it effectively enhances learning and solves problems of practice, rather than simply being a novelty.

This led naturally to the importance of metacognition: understanding how we know what we know. In an age where knowledge is ubiquitous, developing the critical skills to discern, interpret, and effectively learn how to learn is paramount for our students.

Deep Dive: Harnessing NotebookLM

One tool we’ve explored extensively over the past few months is NotebookLM.Google.com. Building on insights from a previous post, we explored innovative ways to leverage this powerful resource.

As a practical demonstration, I used one of my own blog posts as a “source” within NotebookLM:

  • Source URL: https://mikelubelfeld.edublogs.org/2025/04/28/learnings-from-the-unfinished-unlearning-leader-112leads/

Using this source, NotebookLM helped generate an audio podcast summarizing the key takeaways.

Beyond NotebookLM, we also touched upon Deep Research and Gemini Canvas, which offer promising approaches for initiating research, coding, and fostering collaborative learning.

Peeking into the Future: Project Astra and AI Glasses

Looking ahead, Project Astra, a Google initiative exploring the future of AI assistants, was captivating. The potential integration with hardware like Google Glass, combined with multi-modality, hints at a revolutionary shift in human-computer interaction.

Real-World AI Application: Transcribing and Summarizing with Multiple Tools

Here’s a practical example of integrating AI tools during the event:

  1. Capture: I wore my Even Realities AI Smart Glasses during a session (with the presenter’s consent). I used the glasses’ Transcribe feature, which displayed the text on the lens in real-time and saved the full transcript via Bluetooth to an app on my phone.
  2. Initial Summary (Gemini): I copied the raw transcript from the Even Realities app and pasted it into Gemini (using the 2.5 Pro Experimental version) with a prompt to “summarize.”
  3. Refined Summary (ChatGPT): I then took Gemini’s summary and input it into OpenAI’s ChatGPT 4o-mini, prompting it to “make a concise summary of this summary of a meeting transcript suitable for inclusion in a blog post.”

Below is the AI-assisted, multi-step generated summary:

The discussion explores how generative AI is reshaping the workforce, drawing comparisons to past technological advancements such as the automobile and the personal computer, which disrupted certain jobs but also created new opportunities. Key points include:

  • AI and Jobs: AI may automate up to 30% of work hours, but like previous technologies, it is expected to create more jobs by shifting the types of roles available, particularly in areas requiring human skills.
  • Future-Ready Skills: Essential skills for future success include critical thinking, communication, creativity, adaptability, and social-emotional intelligence, referred to as “durable skills.” These are vital for navigating AI-driven changes.
  • Teaching Future Skills: Educators emphasize methods like project-based learning (PBL) and self-assessment to foster durable skills. Real-world PBL examples include adaptive technology creation and community collaboration projects.
  • Google’s Educational Initiatives:
    • Grow with Google: Offers career certificates and AI courses.
    • Be Internet Awesome: Teaches digital citizenship and AI literacy to younger students.
    • AI Quests: A gamified program helping middle schoolers build AI models for social good.
  • Partnership Ideas: Suggestions for Google included integrating digital citizenship in Google Classroom, addressing tech access gaps, and offering simulations for practicing durable skills.

This summary underscores the importance of adapting education to future workforce needs, where AI and human-centered skills intersect.

The Future of Education: Policy and Learning Science

Policy is evolving rapidly. As of our meeting (late April 2025), 26 US states have formal AI policies for education, while 24 do not. Google shared insights on creating impactful AI tutors, grounding their work in 5 Learning Science Principles:

  1. Inspire Active Learning
  2. Manage Cognitive Load
  3. Deepen Metacognition
  4. Stimulate Curiosity
  5. Adapt to Learner

Evaluating AI tools against these principles provides a meaningful framework, especially from an education perspective focused on privacy, data security, and responsible use.

We also got a glimpse of Project Mariner, an experimental “agentic” workflow automation tool designed to assist after research is completed. Imagine this workflow: a student submits a quiz, AI provides rubric-based feedback, an email goes to the parent, and an action plan is co-created with the student. This isn’t science fiction; it’s becoming reality.

Developing Skills: Google for Education Programs

Google highlighted resources available for educators and students:

  • General Resources: Edu.google.com
  • Professional Development: Training & Certifications
  • Digital Citizenship (Grades 2-6): Be Internet Awesome
  • Leadership Development: AASA & Google ELP Partnership (Ed Leadership Program)

Session 2: Fostering a Culture of Innovation

Konner Brewer, Google Product Manager and Stanford Lecturer, led a fantastic session on Google’s culture of innovation. A key takeaway was Project Aristotle, Google’s internal research which found that psychological safety is the single most important factor for high-performing, innovative teams.

Google’s values underpin this:

  • Respect the User: Understand their deep needs.
  • Respect the Opportunity: Act responsibly with resources.
  • Respect Each Other: Foster psychological safety.

The session drew heavily from the Stanford “d.school” design thinking elements:

  1. Need finding: Empathize (understand the verb – e.g., “I need to hydrate“) and Define (avoid locking into a solution too early – e.g., “I need a glass of water”).
  2. Leveraging: Ideate based on existing strengths and resources.
  3. Failing Fast: Prototype and Test small, learn quickly, and iterate.

Another AI Application: Audio Transcription and Summarization

For another insightful session, I used a different AI workflow:

  1. Capture: Recorded the audio using the Apple iOS Voice Memo app.
  2. Transcription: Used the Apple Intelligence feature within the Notes app to transcribe the audio recording.
  3. Initial Summary (Apple Intelligence): Used Apple Intelligence within Notes to summarize the lengthy transcript.
  4. Refined Summary (Gemini): Finding the Apple summary less concise than desired, I pasted the full transcript into Gemini 2.5 Pro Experimental for a more condensed summary.

Here is the Gemini-generated summary of the 50-minute session on innovation:

  • Psychological Safety is Key for Innovation: Google’s Project Aristotle found psychological safety (feeling safe to take risks/be vulnerable) is the most critical factor for effective teams, more vital than individual high performers. Innovation needs a blameless culture focused on learning from failures.
  • Google’s Innovation Principles: Respect the user (understand deep needs, like the Oreo story example), respect the opportunity (act responsibly), and respect each other (foster psychological safety/diverse voices).
  • Embrace Failure & Quantity: Innovation has a high failure rate (~95%). Google learned from failures (Loon, Glass). Generating many ideas (quantity yields quality) via methods like 20% time (Gmail’s origin), incubators, and external ventures is crucial.
  • Design Thinking Framework:
    • Need Finding: Start with the user need (verb), not a pre-defined solution (noun). Understand real challenges (student engagement, change resistance).
    • Leveraging: Utilize existing resources/skills (like Hermès moving from saddles to bags via leather skills).
    • Failing Fast: Test ideas quickly/small scale, learn, iterate (Google’s “dogfooding”).
  • Real-World School Examples (Glen, NJ Superintendent):
    • Mr. Rogers Project: Paired students needing experience with businesses needing social media help.
    • Swim Lessons/Lifeguarding: Identified unmet needs and built programs incrementally.
    • Farmer’s Market: Leveraged school space/student interest for entrepreneurial opportunities (“Pirate Pickles”).
  • Overall Message: Successful innovation in education requires deep need understanding, safe experimentation environments, leveraging resources, learning from failure, starting small, and community connection.

Wrapping Up: GooglePlex Tour and Reflective Thoughts

The day also included a walking tour of the GooglePlex global headquarters – always a highlight! The serene grounds, history, outdoor art, and intentional building design (even a dinosaur!) offer much to absorb.

This was an action-packed, high-energy, heavy-thinking day with a ton to unpack and process! I’m energized to bring back numerous ideas, affirmations, and opportunities for growth to our organization. A huge thank you to AASA and Google for this incredible experience.

Next up on the journey: our visit to Stanford… stay tuned for more!

Thanks for reading! What are your key takeaways or questions about AI and innovation in education right now? Share your thoughts in the comments below!

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Learnings from the Unfinished & Unlearning Leader #112Leads

I’m sometimes thought of as the UNLearning Superintendent, based on my and Nick Polyak’s 2017 book, The Unlearning Leader: Leading for Tomorrow’s Schools Today … but this week I’m writing as the “Learning Leader” as a superintendent on a professional development conference with our national leadership group, the AASA!

The AASA Innovation and Transformation Consortium spring 2025 convening is being held in San Francisco/Bay Area California, featuring Google and Stanford.

The Superintendent’s Association (AASA) has been supporting superintendent leadership growth and development for over a century and a half. As a full-time public school superintendent for the past 15 years, I have benefited from numerous visionary leadership offerings.

This convening appears to be one of the best ever, with thoughtful planning and anticipation of the current needs of leaders across the nation.

Educators and school leaders from various states, including Illinois, West Virginia, Texas, Washington, Pennsylvania, Ohio, Wisconsin, California, New Hampshire, District of Columbia, Virginia, New Jersey, Maryland, and New York, will bring diverse and unique perspectives and approaches.

One of the key questions we will explore, discuss, analyze, and “work through” is how schools should effectively plan, implement, and evaluate innovation to achieve meaningful change. Additionally, the event will cover various topic areas, including AI in Education, Research and Innovation, Policy, Best Practices, and more.

I’m thrilled about the opportunity to learn at Google and Stanford! In this blog post, I’ll share some exciting highlights and insights.

One notable development nationally is the recent Executive Order issued by the President to promote AI literacy in schools. I was curious about how this initiative would be implemented, so I took the text of the Executive Order and used Google’s Notebook LM AI tool to generate a frequently asked questions document. I’ve included the document below.

Frequently Asked Questions on Promoting AI Literacy (generated by artificial intelligence from the actual text of the Order)

Q1: What is the primary goal of this initiative regarding artificial intelligence (AI) education?

The central aim of this initiative is to promote AI literacy and proficiency among Americans of all ages. To achieve this, the initiative aims to integrate AI education into K-12 schooling, provide comprehensive training for educators, and foster early exposure to AI concepts and technologies. Ultimately, the goal is to develop an AI-ready workforce and cultivate the next generation of American AI innovators, ensuring the United States maintains its global leadership in AI.

Q2: How will this initiative integrate AI into the education system, particularly at the K-12 level?

The initiative seeks to integrate AI into K-12 education through several strategies. These include establishing public-private partnerships to develop online resources focused on foundational AI literacy and critical thinking skills for students. Additionally, the initiative will identify existing federal AI resources to support partnerships with state and local educational agencies. Furthermore, the Secretary of Education will issue guidance on using grant funds to improve educational outcomes through AI-based instructional resources, tutoring, and college/career pathway exploration.

Q3: What specific measures will be taken to equip educators to teach and utilize AI?

To enhance AI training for educators, several steps will be taken. The Secretary of Education will prioritize the use of AI in teacher training grant programs, focusing on areas such as reducing administrative tasks, improving teacher training and evaluation, providing professional development to integrate AI fundamentals across subjects, and offering training in foundational computer science and AI. Additionally, the National Science Foundation and the Department of Agriculture will prioritize research and programs to create teacher training opportunities for effectively integrating AI tools and modalities in classrooms.

To foster student achievement and innovation in AI, a Presidential Artificial Intelligence Challenge will be established. This challenge will feature multiple age categories, distinct geographic regions, and diverse topical themes to encourage broad participation and interdisciplinary exploration of AI applications. The challenge aims to highlight student and educator accomplishments in AI and promote collaboration between government, academia, philanthropy, and industry.

Partnerships are crucial for the success of this initiative. Public-private partnerships with AI industry organizations, academic institutions, and non-profit entities will be sought to develop K-12 AI education resources. Collaboration between educators, industry leaders, and employers is also emphasized to create educational programs that equip students with essential AI skills. Furthermore, the initiative encourages collaboration between federal agencies and private sector entities to support the Presidential AI Challenge.

In the context of AI, the initiative will address workforce development and lifelong learning.

The initiative recognizes the significance of workforce development and lifelong learning. The Secretary of Labor will prioritize the development and growth of AI-related Registered Apprenticeships to increase their participation. Funding will be utilized to engage industry and facilitate the creation of these programs. States and grantees will be encouraged to use Workforce Innovation and Opportunity Act (WIOA) funds to develop AI skills and support work-based learning. Efforts will also be made to identify and promote high-quality AI skills education coursework and certifications nationwide, including opportunities for high school students.

The newly established White House Task Force on Artificial Intelligence Education will be responsible for implementing the policy of promoting AI literacy and proficiency. It will coordinate federal efforts related to AI education, including establishing plans for and overseeing the Presidential AI Challenge, fostering public-private partnerships, and identifying existing federal AI resources to support educational initiatives. The Task Force will be chaired by the Director of the Office of Science and Technology Policy and will include representatives from various federal departments and agencies.

This initiative aims to maintain the United States’ leadership in the AI field by focusing on early and comprehensive AI education. It seeks to equip American youth and the broader workforce with the necessary skills and understanding to use and create future AI technologies. By fostering AI competency, sparking curiosity and creativity, and nurturing the next generation of AI innovators, the initiative aims to propel the nation to new heights of scientific and economic achievement. This will ensure that the United States remains a global leader in the rapidly evolving field of artificial intelligence.

So, with my own professional learning journey as a superintendent, my open mind, and my eagerness to learn, this new directive from the federal government, and a local follow-up to a survey in the fall on Gen AI usage and needs in the district, everything is coming together serendipitously!

The ITC convening from the AASA offers a variety of thought-provoking sessions, workshops, opportunities, and anticipated takeaways.

At the first set of workshops, the theme was “Inspire, Innovate, Transform: Leading the Charge in Educational Excellence.” Over 100 of us gathered to learn, lead, and grow!

Our first speaker was a student at Stanford University! She’s a freshman in college at Stanford, but when she was in high school, she was a student school board member at Leyden High School in Franklin Park, Illinois. Our keynote address was “Innovation Through the Student Lens: From PreK-12 to College and Beyond,” delivered by Joyslyn Maldonado. Thank you to Joyslyn for her powerful and impactful presentation! She shared her experiences as a student board member.

Who do we work for? Students.

Why do we make policy? Student learning.

Why do we learn innovative practices? For students.

Why are we gathered here in Silicon Valley? For students.

It was truly impactful for us to begin our learning journey together with a student from Stanford. Consider incorporating student voice into your board’s decision-making process. Explore various ways to involve students in leadership roles. In our 2018 book, titled “Student Voice: From Invisible to Invaluable,” Nick Polyak, PJ Caposey, and I provide insights into how school leaders can effectively incorporate student voice into their leadership strategies. Joyselyn’s keynote speech exemplifies the real-life impact of student voice and empowerment.

She also discussed the use of AI at Stanford. Each syllabus now includes a notice about AI usage, emphasizing its role as a tool to enhance learning outcomes. AI is encouraged as a supportive resource, a suite of tools, and even a “TA” (teacher assistant) for teaching coursework and curriculum. Tools like Notability are used to summarize and create quizzes.

Following her remarks, we engaged in a question-and-answer session about the use of AI, being a student on a school board, and the overall experience of being a recent K-12 student and a current college student in today’s world. Her speech served as a powerful reminder of the purpose of our learning and the importance of continuous improvement as educational leaders.

Dr. Dave Schuler, the Executive Director of the American Association of School Administrators (AASA), also shared the Public Education Promise, which outlines five key tenets:

1. Student-Centered Education: Learning that prioritizes the needs and interests of students.

2. Learning: Emphasizing the development of real-world skills and knowledge.

3. Teaching: Ensuring that teachers provide effective instruction and support students in their learning journey.

4. Attracting and Retaining Top Educators: Seeking and retaining highly qualified and motivated educators.

5. Family and Community Connections: Fostering strong relationships between schools, families, and communities to support student success.

Isabelle Hau, the Executive Director of Stanford’s Accelerator for Learning, delivered a talk titled “Welcome to the Learning Valley” after our student keynote speaker.

Silicon has been given a new name. Valley = LearningValley

We envision a world where research-driven innovations lead to transformative change, making effective and joyful learning a vibrant reality for all.

Google, founded at Stanford University, continues its legacy of research in education. Our convening is related to Stanford and the Valley becoming the new epicenter for the future of learning. Stanford boasts 122 Unicorn Founders, with contracts, compared to MIT’s 87.

Stanford’s pioneering work in Artificial Intelligence in the 1950s has been a cornerstone of its research. When ChatGPT was launched in November 2022, none of us could have anticipated the profound impact it would have within the next three years. Remarkably, 35% of all queries on ChatGPT are related to homework. However, it’s important to note that the Large Language Model (LLM) was not specifically designed for educational purposes. Despite this, ChatGPT and other large LLMs are increasingly being utilized in and for educational settings.

Let’s bridge the gap between the need for tutoring, its effective use, and the support provided to tutors. The Stanford University Human-Centered Artificial Intelligence Institute (HAI) is partnering with the Accelerator to develop a special tutor support “bot” informed by tutoring videos, effective practices, research, data, and support for tutors. Existing research indicates that novice tutors can have a significant impact on the students they tutor, and the AI will assist the tutor in delivering effective tutoring sessions. AI Literacy, Tutoring, and Feedback will be key focus areas during our in-person visit to Stanford. At Stanford, AI is not meant to replace educators but rather to empower and augment them.

Other notable projects include:

– Journify (student-led): “Every IEP goal is a journey… wow!”

– Autism Glass Project: Provides emotional regulation support and information.

– Teacher training with ISTE and the Generative AI Education Hub.

– Dr. Hau’s concept of “Educator Centric and Education Centered AI.”

– Cross-sector collaboration: Learning through creation with the GEN AI Seed Grant and AI Tinkery (using AI for creativity).

Magma Math:

– From innovation to impact: How to transform math classrooms into thinking classrooms.

– In D112, we use Magma Math at the middle school level!

– EdTech Space/AI/Learning/Support/Partnership: Move towards conceptual understanding!

 

Stay tuned as I reflect, journal, blog and share my learning and unlearning! Next post will feature Google and Stanford experiences!