Tag: Superintendent (page 1 of 6)

Now What – So What – Inspiration & Learning

May 1, 2025 / Michael Lubelfeld / 0 Comments

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 Intelligence I’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 Stanford 1897 “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 Infosphere the 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

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

April 29, 2025 / Michael Lubelfeld / 0 Comments

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.

Listen to the NotebookLM-generated podcast: “The Deep Dive” Summary

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:

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.
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.”
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:

Inspire Active Learning
Manage Cognitive Load
Deepen Metacognition
Stimulate Curiosity
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:

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”).
Leveraging: Ideate based on existing strengths and resources.
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:

Capture: Recorded the audio using the Apple iOS Voice Memo app.
Transcription: Used the Apple Intelligence feature within the Notes app to transcribe the audio recording.
Initial Summary (Apple Intelligence): Used Apple Intelligence within Notes to summarize the lengthy transcript.
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!

Learnings from the Unfinished & Unlearning Leader #112Leads

April 28, 2025 / Michael Lubelfeld / 0 Comments

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!

Unlearning – A Podcast Interview on The K-12 Change Equation

April 9, 2025 / Michael Lubelfeld / 0 Comments

Recently I had the honor of sitting with Dr. Leila Nuland and Dr. Mort Sherman! Leila is a new friend and Mort is a longtime friend! We discussed my first book, The Unlearning Leader: Leading for Tomorrow’s Schools Today, experiences of the past few years, and a call to action that I share on the podcast, here in the blog, and in my latest book with Nick Polyak, coming out later this year, Leading for Tomorrow’s Schools Today!

If you have some time, listen to the interview and let me know what you think in the comments! I have an AI-generated summary of the podcast as well. I took the YouTube transcript, copied and pasted it into Magic School AI, used the YouTube summarizer app, and asked for a one-page summary. I then put the summary from Magic School AI into Chat GPT for a spelling check!

Sharing the audio podcast and a summary of the transcript follows

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In this episode of The K12 Change Equation, Dr. Leila Nuland and Dr. Mort Sherman interview Dr. Mike Lubelfeld, a superintendent and author, focusing on the concept of unlearning as a vital component of effective leadership. The discussion highlights the current challenges faced by public education amidst discussions about its dismantling and the need for state and local control.

Dr. Lubelfeld, co-author of The Unlearning Leader, emphasizes the importance of unlearning outdated practices to adapt to modern educational demands. He recounts a pivotal moment from a 2017 conference where a futurist illustrated how societal perceptions can lag behind factual developments, using the evolution of yield signs and the medical community’s delayed acceptance of the H. pylori bacteria as causes of ulcers as examples.

The interview reveals how Dr. Lubelfeld’s experiences as a superintendent have been shaped by events such as the Uvalde tragedy, which prompted a reassessment of safety protocols in schools. He explains how his district had to shift from complacency to a proactive stance in ensuring student safety following this incident, reinforcing the need for leadership that can adapt and respond effectively to crises.

The conversation also delves into the role of partnerships in enhancing school safety and community support. Dr. Lubelfeld advocates for networking among educational leaders and leveraging local resources to foster a culture of innovation rather than compliance. He emphasizes the importance of building relationships with local authorities and mental health professionals to create a seamless support system for students.

As the discussion progresses, Dr. Lubelfeld addresses the challenges of funding and the impact of federal policies on public education. He expresses concern over the potential loss of federal support and advocates for local solutions that prioritize student well-being and educational equity.

The episode concludes with a call to action for educational leaders to embrace unlearning as a pathway to innovation and adaptability. Dr. Lubelfeld encourages leaders to challenge existing structures and work collaboratively to create an educational environment that meets the evolving needs of students.

Overall, this episode underscores the necessity of unlearning in leadership to drive meaningful change within educational systems, advocating for a future-oriented approach that prioritizes the needs of students and the community.

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From AASA The Public Education Promise – Our Future is BRIGHT

March 9, 2025 / Michael Lubelfeld / 0 Comments

Screenshot from Presentation

I just returned from the 2025 National Conference on Education from the AASA, the American Association of School List of the Public Education Promise Administrators. The title and theme was Future Driven Leadership. They announced the Public Education Promise, see images below. There were hundreds of impactful presentations, exhibitors, thought leader sessions, panel discussions, presentations, opportunities for networking and socializing, and more. It’s an annual opportunity for superintendents to recharge their batteries and refuel their leadership toolkits! This year’s conference, my 15th, was powerful and impactful.

Each year upon return, I share resources with members of my leadership team, I write blog posts like this one, and I reflect on how to affirm practices which are working, change practices that are not working, and eliminate tried but failed practices. Each year I aim to do a better job as a leader than I did in the past year. Each month I endeavor to be more effective and impactful than I was in the last month. Each week I leverage skills acquired and knowledge gained to be a better version of myself. And each day I aim to be just a little bit better than I was yesterday.

Reflecting upon the magnitude of “public education” and all that’s “going on” – I often step back and look into the past (distant, mid-level, or recent) for perspectives on the present so that I may create and contribute to the creation of conditions for our collective future.

Currently, in March 2025, there are a lot of discussions about the future of the United States Department of Education as well as policies, laws, practices, and philosophies on behalf of our nation’s youth. As a life long public school educator (teacher, administrator, scholar, author, speaker, consultant, etc.), for decades, I have been a student of politics, economics, sociology, anthropology, social science research, ed-tech, and global relations.

Our future is as bright today as it ever has been.

We are edu superheros

That’s right – our future is as bright today as it ever has been.

Last week thousands of leaders from all over the United States and Canada assembled at the National Conference on Education. Our Executive Director unveiled the latest future focused mission, the Public Education Promise, the American Dream in Action:

prioritize student centered learning

teach the new basics: real skills for real life

attract, hire, retain and reward the best employees

building highly engaged family and community partnerships

measure what matters

You see – whatever the political winds blow in our out, whatever changes may or may not be in your local context, our future is bright and we are united in purpose – across ideologies – to support our nation’s youth through public education.

We can absolutely address and improve upon each of the principles of this call for action. Together we can endeavor to measure what matters to demonstrate success, growth, learning, and excellence of our youth and our teachers. Together we can re-narrate our present and end the educator shortage. Together we can build and rebuild community partnerships and family/school relations.

We can seek guidance like that from the World Economic Forum’s Jobs report as we ensure we are teaching the needed basic skills for real life. We must always prioritize student focused learning!

Graphic of the CHANGE leadership framework from Lubelfeld/Polyak

CHANGE Leadership Framework from our new book

With the power of generative artificial intelligence (see multiple posts on this blog about this topic), to current and clear research/evidence that shows us how to lead through conflict, change, trauma, and strife, we CAN and we WILL and we MUST advance the promise of public education.

If you are an educator and you are a bit overwhelmed, skeptical, tired, frustrated, or angry – I get it – we all get it!! But – please don’t fret and please don’t think “it’s never been this bad” or “we’re doomed” … we are not doomed. We can and we will recover to positive, productive, collaborative, and united approaches for our youth and via public education.

Improve, remain Unfinished and willing to unlearn and relearn

I leave you with a blog post I reprinted in 2014 about the “additional demands” put upon us in public education – as a people, as a society, as an association, let’s partner with our communities, our boards of education, our local and state lawmakers on behalf of children and society – let’s answer our executive director’s call for a renewal of the American Dream via the Public Education Promise!

For context and reflection, I share this post From my old blog – February 2014…

The Ever Increasing Burden on America’s Public Schools BY JAMIE ROBERT VOLLMER

February 9, 2014 Michael Lubelfeld General Posts

The content in this blog post comes from Jamie Robert Vollmer

I saw Jamie at the Illinois Superintendent Conference last fall and I follow him on Twitter, and his messages, information, and publications are worth a closer look! As we prepare for some school Transformation in our district, I thought it relevant and timely to share Jamie’s brief history of US Education! Enjoy …

The Ever Increasing Burden on America’s Public Schools

BY JAMIE ROBERT VOLLMER

America’s public schools can be traced back to the year 1640. The Massachusetts Puritans established schools to: 1) Teach basic reading, some writing and arithmetic skills, and 2) Cultivate values that serve a democratic society (some history and civics implied).

The founders of these schools assumed that families and churches bore the major responsibility for raising a child. Gradually, science and geography were added, but the curriculum was limited and remained focused for 260 years.

At the beginning of the twentieth century, however, politicians, academics, members of the clergy, and business leaders saw public schools as a logical site for the assimilation of immigrants and the social engineering of the citizens—and workers—of the new industrial age. They began to expand the curriculum and assign additional duties. That trend has accelerated ever since.

From 1900 to 1910, we shifted to our public schools responsibilities related to
• Nutrition
• Immunization
• Health (Activities in the health arena multiply every year.)

From 1910 to 1930, we added
• Physical education (including organized athletics)
• The Practical Arts/Domestic Science/Home economics (including sewing and cooking)
• Vocational education (including industrial and agricultural education)
• Mandated school transportation

In the 1940s, we added
• Business education (including typing, shorthand, and bookkeeping)
• Art and music
• Speech and drama
• Half-day kindergarten
• School lunch programs (We take this for granted today, but it was a huge step to shift to the schools the job of
feeding America’s children one third of their daily meals.)

In the 1950s, we added
• Expanded science and math education
• Safety education
• Driver’s education
• Expanded music and art education
• Stronger foreign language requirements
• Sex education (Topics continue to escalate.)

In the 1960s, we added
• Advanced Placement programs
• Head Start
• Title I
• Adult education
• Consumer education (purchasing resources, rights and responsibilities)
• Career education (occupational options, entry level skill requirements)
• Peace, leisure, and recreation education [Loved those sixties.]

In the 1970s, the breakup of the American family accelerated, and we added
• Drug and alcohol abuse education
• Parenting education (techniques and tools for healthy parenting)
• Behavior adjustment classes (including classroom and communication skills)
• Character education
• Special education (mandated by federal government)
• Title IX programs (greatly expanded athletic programs for girls)
• Environmental education
• Women’s studies
• African-American heritage education
• School breakfast programs (Now some schools feed America’s children two-thirds of their daily meals throughout
the school year and all summer. Sadly, these are the only decent meals some children receive.)

In the 1980s, the floodgates opened, and we added
• Keyboarding and computer education
• Global education
• Multicultural/Ethnic education
• Nonsexist education
• English-as-a-second-language and bilingual education
• Teen pregnancy awareness
• Hispanic heritage education
• Early childhood education
• Jump Start, Early Start, Even Start, and Prime Start
• Full-day kindergarten
• Preschool programs for children at risk
• After-school programs for children of working parents
• Alternative education in all its forms
• Stranger/danger education
• Antismoking education
• Sexual abuse prevention education
• Expanded health and psychological services
• Child abuse monitoring (a legal requirement for all teachers)

In the 1990s, we added

• Conflict resolution and peer mediation
• HIV/AIDS education
• CPR training
• Death education
• America 2000 initiatives (Republican)
• Inclusion
• Expanded computer and internet education
• Distance learning
• Tech Prep and School to Work programs
• Technical Adequacy
• Assessment
• Post-secondary enrollment options
• Concurrent enrollment options
• Goals 2000 initiatives (Democrat)
• Expanded Talented and Gifted opportunities
• At risk and dropout prevention
• Homeless education (including causes and effects on children)
• Gang education (urban centers)
• Service learning
• Bus safety, bicycle safety, gun safety, and water safety education

In the first decade of the twenty-first century, we have added

• No Child Left Behind (Republican)
• Bully prevention
• Anti-harassment policies (gender, race, religion, or national origin)
• Expanded early childcare and wrap around programs
• Elevator and escalator safety instruction
• Body Mass Index evaluation (obesity monitoring)
• Organ donor education and awareness programs
• Personal financial literacy
• Entrepreneurial and innovation skills development
• Media literacy development
• Contextual learning skill development
• Health and wellness programs
• Race to the Top (Democrat)

This list does not include the addition of multiple, specialized topics within each of the traditional subjects. It also does not include the explosion of standardized testing and test prep activities, or any of the onerous reporting requirements imposed by the federal government, such as four-year adjusted cohort graduation rates, parental notification of
optional supplemental services, comprehensive restructuring plans, and reports of Adequate Yearly Progress.

It’s a ponderous list.

Each item has merit, and all have their ardent supporters, but the truth is that we have added these responsibilities without adding a single minute to the school calendar in six decades. No generation of teachers and administrators in the history of the world has been told to fulfill this mandate: not just teach children, but raise them!

Quote about the future and need to unlearn

Unlearn – Relearn – Grow/Change

Generative AI, Transformational Learning, and the Future of Education: My Journey with Generation AI and ASCD-ISTE

February 17, 2025 / Michael Lubelfeld / 0 Comments

CHANGE Leadership Framework from our new book

Since the fall of 2023, I’ve been deeply immersed in Generative Artificial Intelligence (Gen AI) not just as a tool, but as a transformational force in education. I’ve read over eight books on the subject, attended numerous webinars, conferences, seminars, and symposia, and have actively explored how AI can enhance leadership, teaching, and learning.

Most recently, I was accepted into the Generation AI Fellowship by ASCD-ISTE, joining nearly 100 educators from 38 U.S. states in a 15-month think tank. This fellowship brings together teachers, building leaders, and district leaders on a journey of self-discovery, exploration, and application of Generative AI for the good of education and society. It’s an exciting opportunity to collaborate with forward-thinking educators who are asking the same questions I’ve been exploring: How do we use AI responsibly? How do we prepare students for an AI-driven world? And what does transformational learning look like in an age of rapid technological change? Image Generation AI

Transformational Learning in the Age of AI

A key theme of the event was the idea of Transformational Learning Principles, emphasizing:

Nurturing belonging, equity, and connected learning.

Guiding curiosity, expertise, and reflection.

Empowering agency and authentic experiences.

This aligns with what I’ve seen firsthand AI is most powerful when it amplifies what great educators already do: build relationships, foster curiosity, and personalize learning experiences. Principles for Transformation

AI’s Role in the Future of Education

At Generation AI, we tackled some big questions:

How do we ensure responsible and ethical AI use in schools?

What skills and strategies do students need to thrive in an AI-driven world?

How can AI enhance, not replace the role of educators?

These questions hit home because, as a superintendent and leadership consultant, I see both the potential and the challenges AI presents. We’re in a moment of rapid evolution, one that requires intentional leadership, clear policies, and a focus on equity.

Preparing for 2035: What’s Coming Next?

One slide in particular stuck with me: by 2035, today’s students will have lived with:

Over a decade of Generative AI shaping their world.

Autonomous taxis, drone deliveries, and reusable rockets as standard.

Internet speeds 100x faster than today’s 5G.

This reinforces something I have been saying for years: We are not preparing students for the world we grew up in; we are preparing them for a future we are still trying to define. AI is not an add-on; It is becoming a foundational part of their reality.

Education Post-Pandemic: A Tangled Path Forward

More books I have read Another session showed a simple but powerful illustration of education’s trajectory. From 1970 to 2020, progress was steady, linear. But from 2020 to 2022, education was thrown into chaos of COVID disruptions, remote learning, technological acceleration.

Now, as we look ahead, we have a choice:

Do we return to old models, trying to untangle the mess?

Or do we embrace change, using AI and innovation to create something better?

I believe in the latter. AI gives us an opportunity to rethink how we engage, assess, and individualize learning but only if we lead with purpose.

Hops, Skips, and Leaps: The Pace of AI Change

One framework that stood out to me was the Hop, Skip, Leap model:

Hops = Small tweaks (e.g., AI-assisted lesson planning).

Skips = Meaningful shifts (e.g., AI-driven tutoring and assessment).

EduGuardian Badge Leaps = Structural change (e.g., competency-based, AI-personalized education).

This aligns with what I am seeing in districts across the country. Some schools are experimenting cautiously (hops), some are redefining instruction (skips), and a few are completely overhauling their models (leaps).

Personal Experimentation: Smart Glasses and AI in Action

I don’t just talk about AI, I actively test its capabilities in real-world settings. At a recent AI-themed event, I used my Meta Ray-Ban Smart Glasses to capture video footage and images, demonstrating the quality, perspective, and reach of AI-driven tools. Now, I’m eagerly awaiting my Even Realities G1 Smart Glasses, which promise to take AI-powered productivity to the next level.

EduGuardian Badge Why does this matter? Because seeing AI in action changes how we think about its applications. Whether it is smart glasses, AI-powered lesson planning, or adaptive learning platforms, the future isn’t on the horizon, it’s already here.

Where Do We Go from Here?

Generation AI reinforced something I already knew: AI is a tool for transformation, not a magic fix. Moving forward, we need to:

Develop clear policies for AI use in schools.

Train educators to use AI as an enhancement, not a replacement.

image from glasses Ensure AI is equitable, closing gaps instead of widening them.

As I continue my work on Leading for Tomorrow’s Schools Today, these insights will help shape my thinking on how we integrate AI responsibly, strategically, and boldly.

Let’s Keep the Conversation Going

How is your district approaching AI?

What are the biggest challenges and opportunities you see?

I would love to hear your thoughts as we navigate this new frontier in education together.

fun AI Image

Reflections from Montgomery – A Superintendent’s Notes

September 19, 2024 / Michael Lubelfeld / 0 Comments

Understanding Defining Moments in History

Montgomery, Alabama | September 17-19, 2024
Fall Symposium of the National Superintendents Roundtable Cover of briefing book

As a proud member of the National Superintendents Roundtable (NSR), I looked forward to our fall conference in Montgomery, Alabama. With a mission focused on “Leadership for Just and Humane Schools,” the NSR, alongside the Schlecty Superintendent Leadership Network, brings together 85 superintendents committed to advocating for the future of public education. This conference emphasized the significance of civics education—an essential component for understanding our nation’s complex history.

Our host, Dr. Melvin Brown, Superintendent of Montgomery Public Schools, welcomed us to a city steeped in both the legacy of the Confederacy and the Civil Rights Movement. Montgomery, a city of contrasts, was the perfect setting for

Panel of Members – Discussion

exploring the contradictions and realities of American history. Here, in a school system serving 26,000 students, we confronted the unresolved tension between the 1954 Supreme Court decision in Brown v. Board of Education and the lived experience of desegregation, which for Montgomery, only began in earnest during the 1970s. While the law declared the end of segregation, reality played out differently, and the deep divides of the past remained unresolved for decades.

As a lifelong advocate for student voice, choice, and empowerment, I found myself reflecting deeply on the impact of these historical legacies on today’s education system. Our schools are, and must always be, for students—no exceptions.

Three Profound Sites of American History

The heart of this symposium was our visit to three deeply impactful historical monuments:

The Freedom Monument Sculpture Park (April 2024)
The Legacy Museum: From Enslavement to Mass Incarceration (2018)
The National Memorial for Peace and Justice (2018)

In front of Freedom Monument Sculpture Park Wall of Names These landmarks tell an unfiltered story of America, starting from pre-Columbian history through the African and African American experiences. They challenged us to reckon with the harsh truths of slavery, systemic racism, and the ongoing consequences of mass incarceration.

The Equal Justice Initiative (EJI), founded by Bryan Stevenson, operates the Legacy Museum and National Memorial for Peace and Justice. EJI has been at the forefront of documenting the intersection of racial injustice, from slavery to modern-day inequalities. Learning about their work and walking through these spaces was emotionally overwhelming yet essential.

At the Freedom Monument Sculpture Park, we were immediately faced with the brutality of colonialism. I found myself reflecting on the devastating impact European exploration and colonization had on both Indigenous and African peoples. Walking through this park, located by the serene Alabama River, was a stark contrast to the brutality it documented. I realized how disconnected my previous understanding of history had been, shaped largely by sanitized textbooks that glossed over the horrors of our past.

The Domestic Slave Trade and Unseen Realities

One of the most startling realizations during this trip was learning about the domestic slave trade that thrived in the United States after the transatlantic trade was abolished in 1808. I hadn’t fully grasped how the demand for enslaved labor

Depiction of bondage and suffering

persisted, especially in building the Southern railway systems. As a history teacher, I taught about slavery—but never truly taught about it. Now, I find myself asking: What is my obligation as an educator to teach authentic and real history?

Equally disturbing was the realization of how deeply Northern banks profited from the Southern economy, showing that slavery wasn’t just a Southern institution—it was an American one.

Emancipation and Its Complex Legacy

The common narrative we often hear is that the Emancipation Proclamation freed the enslaved. Yet, in reality, the Proclamation only declared freedom for those enslaved in Confederate states still rebelling against the Union in 1863. It took the 13th Amendment, ratified in December 1865, to legally end slavery in the United States. The legacy of that struggle, from Reconstruction to Jim Crow, has left a profound and lasting impact on our nation’s journey toward racial equality.

The visit to the National Memorial for Peace and Justice was perhaps the most sobering of all. Walking through the steel monuments bearing the names of over 4,400 lynching victims, I was confronted with a history I hadn’t fully absorbed before. The legacy of racial violence and terror extends far beyond what many of us learned in school, and the psychological damage it inflicted is immeasurable.

Victims of lynching from one county

Personal Reflection and Call to Action

This journey wasn’t just an opportunity to learn—it was a moral reckoning. I’ve often said that students have only one chance to experience the grade they’re in, and it’s our duty to make their time with us meaningful. Now that I’ve confronted these truths, I have to ask myself: What will I do with this knowledge?

What will I do?
What will you do?
More importantly, what will **we** do, now that we know?

As educators and leaders, it’s our responsibility to empower our students, activate their voices, and offer them choice, agency, and engagement. If we’re to inspire, innovate, and engage, we must do so with a full understanding of where we’ve been as a nation and where we need to go.

I encourage all who read this to visit Montgomery, Alabama.

Our nation’s future depends on it.

Quote on the monument of remembrance

Community Collaboration Marker - Communities are coming to terms with their history

Memorial to victim of lynching – part of community awareness project

Deep Dive on the Gen AI Journey – #112Leads

September 15, 2024 / Michael Lubelfeld / 0 Comments

What’s all the fuss about AI?

Why all of the emphasis on “new tools” – “we have enough to do already!”.

Well … In North Shore School District 112 we have been on a journey exploring generative artificial intelligence (Gen AI). I have written about it here on the blog, I have spoken about it on the Lighthouse 112 Podcast, I have spoken about it at conferences, and I have shared it internally with the staff at North Shore School District 112. I’m on a journey to broaden my Gen AI literacy so that I may lead in a more informed and impactful manner. On a daily/weekly basis, I may explore Open AI Chat GPT, Google Gemini, ISTE-ASCD Stretch, Claude, Magic School AI, School AI, Latimer, and more! I’m aiming to explore what is going on and learn what it’s all about.

I’m working in a progressive school district that is engaged in a pilot right now with Magic School AI — 301 staff members are actively exploring the potential of Gen AI for themselves as educators and as of this writing, there are 43 active “rooms” where staff members (teachers, coaches, administrators, librarians, etc.) have opened up Gen AI to students – in a guarded, closed, directed manner. Safety/Privacy – Ethical Usage of AI tools is paramount to our exploration.

In this blog post, I am sharing an audio “podcast” “conversation” generated from Google’s Notebook LM experimental tool. Sharing six artifact sources regarding this journey, the Notebook LM “made” an audio “conversation” …the future is now – the present is the future – and it’s incumbent upon educators like myself to explore, learn, innovate, and share what tools exist, what tools can help improve learning, and what tools our students can use! Any time we use AI, we note it, we explain it, we explore it and we “own” it. We are sharing what’s going on so we know more and we can best support our educators, best inform our community and best innovate and engage and empower our students.

Link to 11-minute Audio “conversation” generated by Google’s Notebook LM reviewing six sources I uploaded (and will share in this post).

AUDIO CONVERSATION MADE BY GOOGLE’S NOTEBOOK LM LISTEN HERE – 11 MINUTES

I uploaded sources to a notebook – the notebook reviewed (electronically) the content and then had the programming to summarize, generate a briefing doc of highlights, make a timeline, and create an audio conversation – wait – what?! Yes, the generative artificial intelligence takes sources that a user uploads (documents, PDF, Google Docs, Google Slides, web URLs, pasted text), “read”/somehow interprets the content, and then -makes a CONVERSATION with a male voice and a female voice.

This is free of charge, too, by the way … please read on and then please click the link above and listen to the 11-minute conversation … this is TODAY – not the future. The male and female voices are from Google’s Notebook LM. I did NOT write a script, I did NOT prompt engineer, I did NOT do anything other than take my own original content (5 of the six sources) and an article from Yong Zhao (an educational thinker who I read, follow, and respect), and Notebook LM made “magic” … or used it’s large language model, machine language and generative artificial intelligence and did something that was not possible nor was it accessible until very recently.

The six sources I asked Notebook LM to “review” include the following:

Summary of a presentation I made to the Center for Digital Education

The source is a presentation transcript from a talk given by Mike Lubelfeld, the Superintendent of North Shore School District 112 in Illinois. The presentation focuses on the district’s approach to integrating artificial intelligence (AI) into education. The district has adopted a positive and proactive stance towards AI, focusing on educator literacy and experimentation rather than on fear of misuse. They have implemented Magic School AI as their official AI tool, using it to streamline administrative tasks for teachers and promote innovation in educational practices. The district is also conducting research on AI’s impact, ensuring data privacy and security. The presentation concludes by offering suggestions for expanding AI adoption and reinforcing the importance of data privacy in this process.

Link to Google Doc from the summary of the brief presentation (generated via Plaud AI)

Link to slides used in the presentation, Link to Slides

Summary of the Slides

The source presents a presentation by North Shore School District 112 detailing their approach to incorporating artificial intelligence (AI) into education. The presentation emphasizes the need for AI literacy and provides an AI integration timeline, outlining their strategy from initial exploration to policy development and implementation. The presentation highlights the potential benefits of AI for both students and teachers, such as personalized learning, intelligent tutoring, and automation of administrative tasks, while acknowledging the limitations of AI, including bias in training data, limited knowledge bases, and proneness to hallucinations. The presentation advocates for an innovative mindset, urging educators to experiment with new AI tools and adapt their practices to the post-AI world. Finally, the presentation emphasizes the need for ethical guidelines and data privacy to ensure responsible and beneficial integration of AI in education.

Summary of a blog post (from this blog)

This blog post by Mike Lubelfeld, superintendent of North Shore School District 112, describes the district’s pilot program for integrating Generative Artificial Intelligence (AI) tools into its classrooms. The post highlights the potential benefits of AI, such as personalized learning and increased efficiency, and outlines the district’s implementation strategy for piloting the use of Magic School AI. Lubelfeld emphasizes the importance of data privacy, equity and access, and change management as key considerations in the AI implementation. He also stresses the importance of collaboration and continuous learning in navigating this new technological landscape. The ultimate goal of the pilot program is to leverage AI to create a modernized educational environment that prepares students for the future.

Link to the Blog Post, https://mikelubelfeld.edublogs.org/2024/06/16/generative-ai-in-nssd112-112leads/

Summary of a slide deck from Thought Exchange regarding a recent pulse survey

This document summarizes the results of an engagement survey conducted by the North Shore School District 112. The survey sought to assess the community’s opinion on incorporating Generative Artificial Intelligence (Gen AI) into the learning experience. The document highlights the key themes, concerns, and opportunities related to Gen AI in education, revealing the participants’ perceptions about the ethical implications, potential benefits, and necessary precautions. The data is presented through a series of charts and graphs, including participation statistics, sentiment scores, word clouds, and ranked thoughts from the participants. Ultimately, the document aims to provide a comprehensive overview of the community’s feedback, serving as a foundation for informed decision-making about the implementation of Gen AI in the school district.

Learn more by clicking this link to the results: https://my.thoughtexchange.com/report/864abcfe1c310a92f5fc5534b8320f61

Summary of the article by Yong Zhao

he source, an excerpt from Yong Zhao’s “Artificial Intelligence and Education: End the Grammar of Schooling,” argues that traditional schooling systems are outdated and ill-equipped to prepare students for the age of AI. Zhao proposes a radical shift in educational philosophy, moving away from a “one-size-fits-all” approach towards a personalized learning model that focuses on developing individual strengths and passions. This new model would enable students to identify and solve meaningful problems using AI, fostering creativity, entrepreneurship, and a sense of human interdependence. Zhao challenges the traditional emphasis on memorization and standardized assessments, advocating instead for a strengths-based approach that emphasizes problem-solving, collaboration, and a lifelong learning mindset. The author concludes by urging a complete transformation of schooling systems, embracing AI as a tool to empower students and teachers in a new era of education that prioritizes individual greatness and the creation of value for others.

Link to the article

District 112 Artificial Intelligence Guidelines

This document is a proposal from the superintendent of North Shore School District 112 to the Board of Education Policy Committee regarding the implementation of generative artificial intelligence (AI) in the school district. It is a comprehensive overview of the district’s plan to integrate AI into its curriculum, operations, and professional development initiatives. The document outlines the key objectives, implementation strategy, expected outcomes, and policy considerations surrounding the use of AI in education. The district intends to pilot a generative AI program called “Magic School AI” to enhance teacher effectiveness and student engagement, aiming to improve student learning, personalize learning experiences, and streamline administrative tasks. The document also addresses potential risks and challenges associated with AI implementation, emphasizing the need for responsible, ethical, and transparent use of AI technologies. The district plans to monitor the pilot program’s success through data analysis, student and staff feedback, and alignment with existing district policies and national guidelines. Ultimately, the document proposes a forward-looking approach to harnessing the potential of generative AI to foster innovation and enhance educational outcomes within the school district.

Link to Document

Using Notebook LM from Google is fascinating – here is a “briefing document” generated by the Notebook LM integrating and “reviewing” the six sources – much like the audio “podcast” is “its” interpretation of key points from its understanding of language patterns, the briefing doc is just that – a briefing on the content from the six sources,

Briefing Document: North Shore School District 112’s Generative AI Initiative

Subject: Review of North Shore School District 112’s Generative AI Integration Initiative

Author: Bard, a large language model created by Google

Executive Summary: This briefing document analyzes North Shore School District 112’s initiative to integrate generative AI into its educational practices. The document examines the goals, implementation strategy, perceived benefits and challenges, stakeholder perspectives, and potential next steps.

1. Background and Objectives:

Since November 2023, North Shore School District 112 has actively explored and implemented generative AI tools to enhance teaching, learning, and operational efficiency. Inspired by national conferences and guided by organizations like Teach AI and CoSN, the district aims to:

Foster AI Literacy: Equip both students and staff with essential AI skills for the future.
Provide Clear Guidance: Establish robust guidelines for safe, ethical, and responsible AI use.
Build Capacity: Invest in professional development opportunities for educators to effectively leverage AI tools.
Support Innovation: Embrace innovative AI applications to improve educational processes and administrative functions.

2. Implementation Strategy:

The district’s AI integration strategy focuses on a multi-pronged approach:

Pilot Program: A comprehensive pilot program with Magic School AI was launched in May 2024, providing educators with access to a secure and compliant AI platform. Early data indicates high usage, with 252 users generating 3,817 uses of Magic School AI tools since May 13, 2024.
Professional Development: The district is committed to providing ongoing professional development to support staff in understanding and utilizing AI tools effectively.
Policy Alignment: Existing school board policies are being reviewed and leveraged to guide the ethical and responsible implementation of generative AI.
Stakeholder Engagement: Gathering feedback from students, parents, and staff is crucial for shaping the future of the initiative. An initial engagement survey was conducted in September 2024.

3. Perceived Benefits and Opportunities:

Personalized Learning: AI can personalize learning experiences by tailoring educational content to individual student needs and learning styles.
Enhanced Engagement: AI tools can make learning more engaging and interactive for students.
Operational Efficiency: AI can automate administrative tasks, freeing up educators’ time for instruction and student interaction.
Data-Driven Insights: AI can analyze data to provide insights into student progress and identify areas for improvement.

4. Challenges and Concerns:

Data Privacy and Security: Ensuring the responsible and ethical use of student data is paramount.
Equity and Access: Addressing potential disparities in access to technology and ensuring equitable implementation.
Over-Reliance on Technology: Striking a balance between human interaction, critical thinking skills development, and AI tool utilization.
Ethical Considerations: Addressing potential biases in AI algorithms and promoting responsible use.

5. Stakeholder Perspectives:

Initial feedback from an engagement survey indicates diverse perspectives:

Positive Reactions: Many see AI as a valuable tool for personalizing learning, increasing efficiency, and providing new opportunities for students.
Concerns and Reservations: Some express concerns about the ethical implications of AI, potential for cheating, over-reliance on technology, and the need for appropriate training and support.

6. Key Quotes:

“If I can tell a teacher of the 50 hours of time they’re spending each week, the 25 of those hours are non-educational or non-instructional, if I can cut that in half and give them back 12 hours a week because I’m giving them access to tools that can cut their clerical stuff, it’s worth it for all of us.” – Michael Lubelfeld, Superintendent (from presentation recording)

7. Next Steps:

Analyze Engagement Data: Carefully analyze stakeholder feedback from the September survey to understand concerns and identify areas of alignment and divergence.
Develop Communication Strategy: Create a comprehensive communication plan to address stakeholder concerns and build understanding and support for the initiative.
Refine Implementation Plan: Use stakeholder feedback and data analysis to adjust the implementation plan, ensuring it is responsive to concerns and aligned with the district’s goals.
Expand Professional Development: Offer diverse professional development opportunities that cater to various comfort levels and address specific concerns regarding AI integration.
Monitor and Evaluate: Continuously monitor the implementation process, gathering data on usage, impact, and stakeholder perspectives to inform future decisions.

8. Conclusion:

North Shore School District 112’s generative AI initiative demonstrates a proactive approach to leveraging emerging technologies to potentially enhance education. By carefully considering stakeholder perspectives, addressing challenges, and prioritizing ethical considerations, the district can work toward a future where AI complements and enhances teaching and learning.

In addition to the briefing doc that Notebook LM can integrate and synthesize from sources that you upload, it can also make a timeline, see this timeline from the sources I uploaded,

Timeline of Events:

1984:

Benjamin Bloom proposes the concept of one-to-one tutoring being more effective than group instruction, laying the groundwork for the personalized learning movement.

1990s – Early 2000s:

Research and discussions around school reform gain traction, with scholars like Larry Cuban and David Tyack analyzing the resilience of traditional schooling systems and the limitations of reform efforts.

2010s:

The concept of personalized learning gains widespread acceptance and promotion, driven by advancements in technology. Organizations like the RAND Corporation conduct studies indicating positive outcomes associated with personalized learning approaches.

2018:

OECD’s PISA assessments reveal a decline in math, science, and reading scores across participating countries, prompting debates about the effectiveness of global education reforms and standardized testing.
Yong Zhao publishes critiques of the “grammar of schooling,” arguing for a shift towards strengths-based education and problem-oriented pedagogy.

August 2019:

North Shore School District 112 (NSSD112) Board of Education approves the Portrait of a Graduate (POG), outlining aspirational learning outcomes for students, including skills related to information evaluation, innovation, and active citizenship.

November 2023:

OpenAI releases ChatGPT 3.5.
NSSD112 Superintendent Michael Lubelfeld begins sharing information about generative AI in education with district leadership and staff.

January 2024:

New York City Department of Education (NYC DOE) bans ChatGPT from school devices and networks (ban later reversed on May 18).

March 2024:

OpenAI releases ChatGPT 4.
Khan Academy launches Khanmigo, an AI-powered learning tool.

April 2024:

NSSD112 representatives attend the CoSN national conference, further exploring generative AI in education.

May 2024:

Yong Zhao’s paper, “Artificial Intelligence and Education: End the Grammar of Schooling,” is published, advocating for a student-driven, personalized learning approach enhanced by AI.
NSSD112 enters a pilot partnership with Magic School AI, an educational AI platform.
NSSD112 releases “Artificial Intelligence Guidelines D112,” outlining the district’s strategic approach to AI integration.

June 2024:

Michael Lubelfeld publishes a blog post titled “Generative AI in NSSD112 – #112Leads,” outlining the rationale and vision for AI integration in the district.

Summer 2024:

NSSD112 holds professional development workshops for teachers and staff on integrating AI into their practice.

September 2024:

NSSD112 conducts an engagement survey, gathering feedback from parents, staff, and students on the use of generative AI in the classroom.
NSSD112’s Magic School AI pilot concludes, with 252 staff users and 3,817 documented uses of the AI tool.
Michael Lubelfeld delivers a presentation at the Center for Digital Education (CDE), discussing NSSD112’s AI journey and highlighting the potential of AI to transform education.

September 15, 2024:

NSSD112 releases “Engagement Summary AI Sept 15,” summarizing the findings of their community engagement survey on AI in education.

2024-2025:

NSSD112 plans to evaluate the Magic School AI pilot and refine its AI integration strategies based on community feedback and data analysis.

Cast of Characters:

Michael Lubelfeld:

Superintendent of North Shore School District 112 (NSSD112), located in Illinois.
Leading advocate for integrating AI into the district’s educational practices.
Author of the upcoming book, “Leading for Tomorrow’s Schools Today” (co-authored with Nick Polyak), which explores innovative educational leadership strategies.

Yong Zhao:

Professor of education at the University of Kansas, University of Melbourne, and East China Normal University.
Outspoken critic of traditional schooling models and advocate for student-centered, personalized learning enhanced by AI.
Published “Artificial Intelligence and Education: End the Grammar of Schooling” in May 2024.

Benjamin Bloom:

Educational psychologist who, in 1984, proposed the concept of one-to-one tutoring being more effective than traditional group instruction.
His work laid a foundation for the modern movement towards personalized learning.

Larry Cuban:

Professor Emeritus of Education at Stanford University.
Known for his research on the history of education reform and the use of technology in classrooms.
His work highlights the challenges of implementing substantial change in established schooling systems.

David Tyack:

Professor Emeritus of Education and History at Stanford University.
Co-authored “Tinkering Toward Utopia: A Century of Public School Reform” with Larry Cuban.
His research explores the historical context of education reform and the often-limited impact of reform efforts.

Sal Khan:

Founder of Khan Academy, a non-profit educational organization that offers free online learning resources.
Developed Khanmigo, an AI-powered learning tool designed to support students and teachers.

Organizations:

North Shore School District 112 (NSSD112): A public school district in Illinois committed to integrating AI to enhance education.
OpenAI: An artificial intelligence research company, known for developing ChatGPT.
Khan Academy: A non-profit educational organization providing free online learning resources, including Khanmigo, their AI learning tool.
CoSN (Consortium for School Networking): A professional organization for school technology leaders.
Magic School AI: An educational technology company providing AI-powered tools and platforms for schools.
RAND Corporation: A global policy think tank that conducts research on various topics, including education.
OECD (Organisation for Economic Co-operation and Development): An intergovernmental organization that conducts PISA, an international student assessment program.
Center for Digital Education (CDE): A national non-profit organization that provides research, best practices, and community engagement opportunities for education leaders.

To say that Generative Artificial Intelligence (Gen AI) is a fad is wrong. To say that Gen AI is “technology” is wrong. To say that we should “avoid using Gen AI” is also wrong.

I submit to you, the reader, that Gen AI is a suite of advances in the works for decades, with powerful educational impact – PK-12, Higher Ed – society in general. I recommend research, investigation, exploration, iteration, and re-iteration.

I welcome the innovator’s mindset (HT to George Couros).

I ask that you unlearn, relearn, and remain unfinished as I often describe.

We are in this for our children, our youth, our communities, and our society.

Thank you for reading – please comment, “push back”, critically review, and join the conversation and exploration.

We are exploring so that we may innovate, inspire, and engage – for each child every day and for each member of our staff!

Our future is now – and so is our present!

Welcome Back to School – 2024 – #112Leads

August 13, 2024 / Michael Lubelfeld / 0 Comments

Back to School 2024

Highland Park – Highwood, Illinois (North of Chicago)

Each year we get a “do over” in public education! We get students each year ready to learn, ready to grow, ready to learn citizenship skills, ready to make friends, ready to belong. Reading, writing & arithmetic, the arts, the sciences, civics, geography, physical health and wellness, critical thinking skills – and more – in education we create conditions that provide the possibility and reality for everything else. Everyone working today as an adult can look back at school experiences.

We have a lot to do in elementary education, PK-8th grade – we have many standards to teach. We have a lot of activities to facilitate. We have a lot of socialization and friendship Raising Consciousness in education, enhance society, celebrate humanity! We are here for a great purpose, many call teaching/education a calling and a profession vs a “job”.

Welcome back to school year 2024-2025

North Shore School District 112, born in 1992 out of a consolidation of three historic districts, proudly serves nearly 4000 students in grades PK-8 in nine campuses on the beautiful shores of Lake Michigan! Predecessor districts started in the 1800s. Education in the community has been ongoing since the emergence of the community. Highland Park was founded in 1869, public schools have been part of the fabric of the community since then (and before). In our 13.2 square miles of geography, we have railroad tracks running through the towns with five Metra railroad stops. Homes on the lake, homes along the tracks, homes east of the highway, and homes west of the highway. All children are welcomed in our public schools! All children are entitled to a sense of belonging and value in D112.

In District 112 we focus on raising consciousness levels and efficacy in teaching and leading. We teach, learn, and implement culturally responsive pedagogy.

What is culturally responsive education? What is culturally responsive pedagogy? What is culturally responsive consciousness. What’s your level? “Culture is the air you breathe” – “it’s who you are” – “it’s the impact of your experiences”. Our culture is not just tied to the color of our skin or our native language (Credit to Dr. Sonya Whitaker). We bring our culturally “baggage” each and every day – raise consciousness – know, learn, understand, and do something.

Students learn best in an environment where they feel safe – connected – seen – heard – valued – cared for – loved! Teachers who connect with their children in appropriate, prosocial relationships can see greater growth and learning – it’s proven in research studies and experience. Students learn from teachers who like them and from whom they like!

Each child learning and growing in every content area, skill area, social area, learning area — that’s what we seek! We measure culture (organization/staff, engagement/students, service quality/families) and we measure impact of teaching on learning (arts, sciences, math, reading, writing, etc.). Our aim is high levels of rigor in each classroom every day. Our aim is for high levels of learning as measured by growth, perception, achievement, and all metrics/measures over time. In our district, we have children in grades PK through 8. We can have an 11 year impact on a child’s life – that’s HUGE – the impact is powerful!!

Culture is to humans as water is to fish! – Dr. Wade Nobles. Who we are matters. Who our students are matters. Who our families are matters. How we inspire, innovate and engage matters.

This year Deputy Superintendent Dr. Monica Schroeder and I started out the New Staff Orientation Welcome with our messages of welcome, care, mission, vision, hope, expectation, and our “why” for our 41 new staff members. We aim to share the “who we are” as chief educational leaders in the organization as well as “why we are proud that the new staff are here with us”.

In this blog post, I’m sharing the slides we used to help tell our story and welcome our newest #112Leads team members!!

Part 1 Is the Part where I address my “why”, the concept of being Unfinished, and the themes of the Unfinished Teacher (images are AI Generated from Dall-E)

My initial messages are grounded in my sense of purpose and “why” – why am I excited after all these years? Why am I still as motivated today as I was in 1993 on my first “first day” as a teacher. Many of the themes I shared come from and our present in the 2024 book I co-wrote, the Unfinished Teacher: Becoming the Next Version of Yourself. The mindset or concept of being unfinished – seeking to become the “next” version of yourself, not your “best” version of yourself – grounds me in all of my work and professional impact.

I have created a custom GPT via Open AI’s Chat GPT called Unfinished Teacher Book Study – anyone can access this via Chat GPT, LINK: https://chatgpt.com/g/g-9bDnz2jRe-unfinished-teacher-book-study-buddy

Using that “GPT “bot”” I said, please provide an executive summary of the Unfinished Teacher for a blog post I am writing – please highlight the main points. Here is what the large language model produced …

### Key Takeaways for Blog Post

– **Continuous Growth**: Emphasize the importance of being an “unfinished” teacher who is always evolving and improving.

– **Personal Well-being**: Highlight the need for self-awareness, emotional health, and financial wellness as foundations for effective teaching.

– **Professional Adaptability**: Stress the importance of adapting to new technologies, evolving curriculum standards, and meeting diverse student needs.

– **Community and Morale**: Discuss the significance of fostering a positive school culture and supporting teacher and staff morale.

– **Inspirational Stories**: Share anecdotes from the teacher vignettes to illustrate real-life applications of the book’s principles.

### Executive Summary: The Unfinished Teacher

**Purpose and Context**

“The Unfinished Teacher: Becoming the Next Version of Yourself” aims to support educators in enhancing their teaching practices and nurturing a culture of continuous learning and development. This book emphasizes the importance of personal and professional growth in the education profession, addressing current challenges such as the politicization of education and the ongoing teacher shortage.

**Section 1: Personal Growth**

This section focuses on individual development, encouraging teachers to reflect on their personal and social-emotional health, financial wellness, and self-awareness.

1. **Being a Great Teammate**

– Explores teamwork, self-awareness, collaboration, and adaptability.

– Encourages teachers to be reflective and proactive in their interactions and growth.

2. **Awareness**

– Highlights the importance of self-awareness and empathy.

– Discusses the impact of personal experiences on teaching and the need for cultural responsiveness

3. **Personal and Social-Emotional Health**

– Addresses the causes of burnout and emphasizes the importance of physical and mental health.

– Introduces the SEEDS framework (Sleep, Exercise, Eat, Drink, Socialize) for maintaining well-being.

4. **Financial Health and Wellness**

– Provides practical advice on financial planning, stress management, and investing in oneself.

– Stresses the importance of financial literacy and retirement planning

**Section 2: Professional Growth and Change**

This section covers the professional aspects of teaching, including curriculum development, technology integration, and teacher morale.

5. **Curriculum, Standards, Assessment, and Data**

– Balances the demands of curriculum standards with creative teaching methods.

– Emphasizes the importance of using assessments to enhance learning and inform instruction.

6. **Meeting the Needs of Each Child**

– Focuses on equity and personalized learning.

– Encourages teachers to address diverse student needs through responsive and inclusive teaching practices.

7. **Technology**

– Advocates for the use of technology as a tool to enhance learning.

– Discusses emerging technologies like AI, AR, and gamification, and their potential in education.

8. **Teacher and Staff Morale**

– Explores the factors impacting teacher morale and the importance of a positive school culture.

– Provides strategies for improving morale through recognition, collaboration, and supportive leadership.

**Teacher Vignettes**

The book includes personal essays from educators, sharing their journeys and reflecting on the themes of personal and professional growth. These stories provide practical insights and inspiration for teachers at all stages of their careers.

**Conclusion**

The book concludes with a powerful message about the importance of embracing change and remaining “unfinished.” It encourages teachers to continually evolve, adapt, and strive for personal and professional growth, while acknowledging the inherent challenges and rewards of the teaching profession.

Radio Interview – Leadership and Cultural Competency in Education: Dr. Sonya Whitaker and Dr. Michael Lubelfeld

July 22, 2024 / Michael Lubelfeld / 0 Comments

In North Shore School District 112, we’re proud of our Journey of Continuous Improvement and Growth! In all areas, we remain “unfinished,” and we constantly seek to become better tomorrow than we are today!

In this blog post, I’m sharing a 49-minute audio from a recent July 3 on WVON with Rufus Williams interviewing me and Dr. Sonya Whitaker following a two-day Culturally Responsive Boot Camp professional development in Highland Park, attended by more than 90 staff members!

In addition to the audio file, I had Gen AI (generative artificial intelligence) summarize the audio into text for the blog post (below the audio you will see the Gen AI generated summary).

Comments are always welcome!

Learn more about our evolving journey at our website!

Summary of the audio interview from Generative AI

Continuing the Journey: Cultural Competency and Leadership in Education

#### Dr. Whitaker’s Approach

Dr. Whitaker reflected on the boot camp’s success, attributing it to the elimination of distractions and the focus on intentional, uninterrupted work. The boot camp raised consciousness among educators by addressing biases head-on. A key message that resonated with participants was, “If we have a brain, you have a bias.” This simple yet powerful statement helped level the playing field, allowing educators to acknowledge their biases and work through them collaboratively.

#### Culturally Responsive Teaching

One of the most significant outcomes of the boot camp was the movement toward culturally responsive teaching. Dr. Whitaker emphasized that understanding student culture is crucial for effective instruction and assessment. The training encouraged educators to reject negative societal narratives about the students they serve and to transform their teaching practices to be more inclusive and supportive.

## Embracing Equity and Cultural Competency in Education: Insights from Dr. Sonya Whitaker and Dr. Michael Lubelfeld

In a recent conversation on WVON, we had the pleasure of hosting two esteemed education leaders: Dr. Sonya Whitaker and Dr. Michael Lubelfeld. Dr. Whitaker, the Deputy Superintendent of Schools in a southern Chicago district, is also the National Policy Director for PUSH-Excel and an expert in cultural competency. Dr. Lubelfeld has served as a public school superintendent in Illinois since 2010 and currently leads the North Shore School District 112, which includes Highland Park and Highwood. Both guests shared their insights on the importance of cultural competency and equity in education, particularly in the context of recent events in Highland Park.

### Reflections on Tragedy and Community Resilience

#### Dr. Michael Lubelfeld’s Perspective

Dr. Lubelfeld began by reflecting on the tragic shooting that occurred during the 4th of July parade in Highland Park two years ago. He described the event as a shattering of the community’s innocence, resulting in widespread emotion, anger, fear, anxiety, and confusion. In response, the school system, alongside city and county leadership, focused on trauma-informed healing, counseling, and fostering a celebration of compassion and love. Recognizing that members of their student body and staff were victims, they committed to taking care of their youth and supporting the community through this difficult time.

#### Community Mobilization

Dr. Lubelfeld acknowledged the efforts of the Highland Park community to organize, mobilize, and address the issues that arose from the tragedy. This collective response showcased the community’s resilience and ability to come together in the face of adversity. Despite the unplanned timing of the interview, he emphasized the importance of recognizing the anniversary of the event and the ongoing healing process.

Understanding Highland Park’s Demographics and Challenges

### A Diverse Community

Dr. Lubelfeld provided an overview of Highland Park, highlighting its demographic diversity. He explained that the district serves a varied population, with 66% of students being white, 25% Hispanic, 4% Asian, and a mix of other races. Notably, 20% of the students come from families who qualify for free or reduced lunch, indicating that one in five children in the district lives in poverty.

#### The Importance of Equity

The district’s focus on equity stems from its history of three school districts merging in 1993. Since then, the issue of ensuring equal educational opportunities for all students, regardless of their background, has been a priority. Dr. Lubelfeld emphasized that equity means providing every child with the same educational opportunities, which has been a driving force in the district’s initiatives.

### Cultural Competency: A Crucial Element in Education

#### Dr. Sonya Whitaker’s Insights

Dr. Whitaker shared her extensive experience in leadership roles across various districts, serving diverse student populations. She highlighted a significant challenge in the education profession: the majority of teachers are white females, which often leads to a lack of exposure to diverse perspectives. This homogeneity can result in educators isolating themselves and missing opportunities to counter negative societal narratives about black and brown people.

#### Raising Cultural Competencies

To address this issue, Dr. Whitaker emphasized the importance of raising cultural competencies among educators. She noted that leaders like Dr. Lubelfeld and supportive boards of education play a crucial role in this process. By increasing cultural competencies, educators can reject negative narratives and ensure that all students, including those experiencing poverty, receive the best possible education.

Implementing Cultural Competency in North Shore School District 112

#### Realizing the Board’s Vision

Dr. Lubelfeld expressed confidence that the boot camp would lead to significant improvements in student engagement, satisfaction, and equity. He highlighted the concept of collective efficacy, where educators believe in their abilities and in their students’ potential. The goal is to create a more equitable and effective educational experience for every child in the district.

#### The Decision to Bring in Dr. Whitaker

Dr. Lubelfeld recounted the steps taken by the North Shore School District 112 to address cultural competency. After becoming superintendent in 2018, one of the top priorities identified by the board and community was equity. The district conducted an equity audit in 2020 and, recognizing the need for expert guidance, hired a national consultant to train the board.

#### Accelerating the Work

In early 2024, the district faced several incidents of anti-Black racism against students, which prompted urgent action. Dr. Lubelfeld took the unprecedented step of sending a letter to the entire community and met with concerned parents who demanded more substantial efforts. This led to an accelerated, intensive plan involving immediate staff and administrator training, community meetings, and the development of a comprehensive approach to cultural competency.

#### The Boot Camp

One of the key initiatives was a boot camp led by Dr. Whitaker, which provided training to approximately 90 staff members. This program aimed to equip educators with the skills and knowledge needed to handle cultural competencies, address incidents of racism, and foster an inclusive and supportive environment for all students.

### Personal Reflections and Authentic Leadership

Dr. Whitaker’s approach to the boot camp involved sharing personal experiences that many white educators might not have been aware of. She discussed issues like colorism and the impact of these experiences on students. By revealing her own vulnerabilities and challenges, she fostered a safe environment where educators could learn and grow together.

#### Safe and Supportive Environment

Dr. Whitaker felt safe and supported by Dr. Lubelfeld and the staff at North Shore School District 112. This sense of safety allowed her to share candidly and authentically, which in turn encouraged educators to reflect on their own biases and assumptions. The presence of leaders, including the board president, reinforced the importance of this work and the district’s commitment to continuous improvement.

### Cultural Competency and Pedagogy: Moving to the Classroom Level

#### Recognizing Individual Experiences

Dr. Whitaker explained that the first step in achieving high rigor and high achievement in instruction is for teachers and administrators to understand their own cultural identities. During the training, many educators realized that while they may share the same skin color, their experiences were vastly different. This understanding is crucial for translating cultural knowledge into effective teaching practices.

#### The Legacy of Brown v. Board of Education

Dr. Whitaker highlighted the 70th anniversary of the Brown v. Board of Education ruling, which declared segregation in public schools unconstitutional. Despite this landmark decision, schools remain as segregated as ever, making the need for cultural competency training even more critical. She stressed the importance of acknowledging and addressing institutional racism within the education system.

### Culturally Responsive Pedagogy: The Next Step

#### From Knowledge to Action

Dr. Whitaker emphasized that cultural competency is about understanding different cultures, while culturally responsive pedagogy involves applying that knowledge in the classroom. Educators must learn to recognize the unique cultural strengths of their students and use those strengths to enhance learning. This approach helps achieve the board’s vision of high rigor and high expectations for every student.

#### Building a National Model

Dr. Whitaker expressed confidence that the teachers and staff at North Shore School District 112 have the potential to serve as a national model in cultural competency. The feedback from the boot camp participants indicates a readiness to transform teaching and learning practices. The next focus is on how to implement these changes in the classroom, ensuring that educators can effectively support and engage all students.

### Conclusion: The Path Forward

As Dr. Whitaker and Dr. Lubelfeld continue their efforts to enhance cultural competency in education, their work serves as a model for other districts facing similar challenges. The boot camp experience at North Shore School District 112 demonstrates the power of intentional, focused efforts to create a more inclusive and equitable educational environment for all students.

#112LEADS #UNFINISHED #UNLEARN