Tag Archives: Unlearn

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Now What – So What – Inspiration & Learning

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

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

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

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

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

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

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

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

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

Stanford U - Grad School of Education

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

We explored concepts like,

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

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

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

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

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

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

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

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

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

Ocean One

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

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

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

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

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

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

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

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

(By Mike Lubelfeld, mikelubelfeld.edublogs.org)

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

Our District’s Journey with Google Tools

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

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

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

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

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

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

AI Adoption: Students vs. Teachers

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

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

Google’s Approach: AI Principles and Tools

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

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

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

Deep Dive: Harnessing NotebookLM

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

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

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

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

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

Peeking into the Future: Project Astra and AI Glasses

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

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

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

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

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

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

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

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

The Future of Education: Policy and Learning Science

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

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

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

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

Developing Skills: Google for Education Programs

Google highlighted resources available for educators and students:

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

Session 2: Fostering a Culture of Innovation

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

Google’s values underpin this:

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

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

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

Another AI Application: Audio Transcription and Summarization

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

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

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

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

Wrapping Up: GooglePlex Tour and Reflective Thoughts

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

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

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

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

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Learnings from the Unfinished & Unlearning Leader #112Leads

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Who do we work for? Students.

Why do we make policy? Student learning.

Why do we learn innovative practices? For students.

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

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

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

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

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

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

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

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

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

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

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

Silicon has been given a new name. Valley = LearningValley

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

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

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

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

Other notable projects include:

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

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

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

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

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

Magma Math:

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

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

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

 

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

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

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

⸻

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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Deep Dive on the Gen AI Journey – #112Leads

AI generated image of the District 112 MottoWhat’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 Joy - Student Engagementpresentation 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.

School - Image from AI 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 Morale - AI Imagedevelopment 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.

Technology as represented by AI4. 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!

Logo of the North Shore School District 112

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Welcome Back to School – 2024 – #112Leads

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.

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Thoughts on Systems Leadership – Each Child Every Day

To be accurate, it’s been a while since last I posted, December 23. It’s been a “full” few months in the district, and I had a bout of “writer’s block,” addressing and dealing with a host of challenges that “are what they are”.  Thankfully with a powerful Board of Education, a Leadership Team that is world class, and about 500 teachers and educational support staff I would work with anywhere and any time, we are leading and learning in District 112 each day!

Periodically I integrate writing about “what a superintendent actually does” to leadership philosophy, to what’s really going on in the District; in this blog post, the spirit has again moved me to write, to share my thoughts, learnings, observations, and calls to action! Thanks for reading the post, as always, comments and questions are welcomed!!

March 2024 — Dr. Michael Fullan is one of my “edu heroes,” I have been learning from him for decades; I have been reading his work and making every effort to apply his findings to my leadership work. Recently, at a professional learning academy, I had the good fortune to re-read Nuance, Fullan’s 2019 book about “Why Some Leaders Succeed, and Others Fail,” I had the good fortune to attend a virtual live webinar session he led! For this blog post, I’m sharing some major takeaways and a call to action for all of us to find the “canary children”” and hear their voices, give them agency, and help change conditions so that they may find success.

From Nuance, on page 109 in chapter 5, Fullan shares an adaptation from Rebecca Wells, 2018 “Canary Child: A Catalyst for Deep Learning.”

“Canaries and students, it turns out, are not too dissimilar in how they show their distress. Canaries ruffle their feathers, hide their heads beneath their wings, and jump to other perches in their cage to try and escape unfavorable conditions. How many students, unable to follow the learning, falling behind, disinterested and disempowered, will also ruffle their feathers and create a scene, or hide away quietly, hoping not to be noticed?”

Perhaps you know about “canaries in the coal mine” — it can be a matter of life and death if a canary shows distress in the coal mine – it’s a sense of urgency for change in a coal mine if a canary shows distress. Why is it not always a call to action or a sense of urgency when our students are like canaries – in distress – calling out for help, illustrating a need for change or different approaches?

As Dr. Fullan passionately claims, Fullan believes this is our clarion call for action – NOW – for the betterment of our schools, communities, society, and even humanity.

So what do we do about this? How do we change? Will everyone jump to action and heed the call for urgency? An airline pilot strives for 100% perfection in terms of safe take-off and landing – they don’t accept a “C” (70%) or a “3” approaching standards … so why, in our “assessment obsessed” industry/profession – do we not actually change so that we can have greater success/competency/literacy/etc.?

The Canary Children essay deeply moved and impacted the academy’s leaders, central office, and principal-level leaders. We are all moved as we dive into and reflect on culture, student-centered equity, systems leadership, instruction, and change.

Often, we educational leaders show great aptitude and success in managing change – think about the pandemic … we managed change and responded to the crises associated with the pandemic. In some areas, we did see leaders who mastered change, whose leadership created conditions for lasting, adaptive change. However, most of our experiences, in general, reflected change management. Fullan highlighted the nuance and differences between change management and managing change.

Dr. Donna Leak, an Illinois superintendent and another presenter at the academy, called upon us to analyze and address the “Intentional Adult Behavior to Ensure Student Success.” Zandra Jo Galván, a California superintendent and another presenter at the academy, shared her district’s three guiding principles: culture, academics, and community. These exemplary leaders use their leadership and guiding principles to find and intervene for their canary children in their district. They are setting leadership conditions that align with Fullan’s global call for leadership and action. As a complement to Fullan’s talk, John Malloy, another amazing superintendent, shared that systems change is not only imperative but also possible. Malloy shares the following regarding what Systemic Commitments Have.

They have the following characteristics:

● Evidence-based

● Driven by data that sets the parameters for any collaborative work

● Coherent and focused, not simply another initiative

● Developed through a collaborative process

● Measurement systems are in place

● A monitoring process is determined

● Communication is ongoing

● Learning and improvement are supported through Effective protocols, practices, and processes.

● All students are served, especially those who need us the most.

So if we know that leaders are taking positive proactive and reactive steps to manage change and master change. Why are there still canary children, and what will you do about it in your school system? In our 2021 book, the Unfinished Leader: A School Leadership Framework for Growth & Development, Polyak, Caposey, and I lay out a six-lens frame to help create the conditions needed for each child every day and for each staff member every day.

We suggest that leading with the frames of equity and empathy, followed by adaptive leadership and the development of others (and yourself) with lenses and frames of communication and change – “don’t fear change, don’t let others hold you back, and don’t let others hold your organization back” define what it means to be unfinished — and this is related to and tied to the messages of Leak, Galván, Malloy and Fullan from this academy – and the messages complement the efforts we as systems leaders can use to find and treat the canaries!

In District 112, Highland Park & Highwood, IL, where I proudly serve as the superintendent of schools, we have canary children, and we won’t rest until we amend our conditions so that their voice and agency is acknowledged and heard and seen and addressed.  I opened this year’s all-staff convocation with a clarion call of my own regarding the annual Student Engagement Survey. Annually, for the past six consecutive years, we administer the student engagement survey to all children in grades 3-8 in English and Spanish. Principals and their school leadership teams are required/expected to meet, review the data, and plan action steps with and for the students to make improvements. Our data is clear, coherent, and, in some ways, sobering. Until we master “satisfaction” and “engagement,” two of the dimensions that are reported in a 3×3 grid, we will know we have work to do. The students clearly communicate with us — we have pockets of extremely high satisfaction and engagement and low pockets. The difference in the results can be mapped back to systems leadership.

Leak, Galván, Malloy, and Fullan clearly illustrate in their workshop sessions that the critical ingredients in systems change and improvement lie in internal systems.

Dr. Malloy shared a compelling “why” for the impressive and impactful leadership in his school district right now — what are the employers of our students seeking? Our mission in public schooling is to prepare children for life, college, and career — do our assessment systems reflect life, college, and career? Should they? Can they?

Malloy shares a list from Linked In 2023 of the most “in demand” skills employers seek for our students — in what ways are your systems aligned with outcomes like these?

The 2023 Most In-Demand Skills

1. Management

2. Communication

3. Customer service

4. Leadership

5. Sales

6. Project management

7. Research

8. Analytical skills

9. Marketing

10. Teamwork

Fullan is a prolific student of leadership and success – his resume is impressive, and his books are real, with case studies illustrating success and meaningful work on behalf of and for humanity. I am moved, even at this late stage of my career, which invigorates me, quite frankly!

Fullan identifies the Six C’s – Global Competencies – In many districts, including mine, we see these in portraits of learners and graduates.

Like Nick Polyak and I write in the Unlearning Leader, Fullan calls for changing the structure of “factory schools” designed and imagined 200 years ago. Many systems are doing this. Galván removed “cemetery rows” of desks and replaced them with collaboration tables. There are many examples of this in the profession. Lead, take the courageous step to create conditions where the  “grammar of schooling,” as Fullan says, can be rewritten.

In general and with a broad brush, the basic system of schooling can be defined loosely by,

Teacher Isolation, Individualism, Passive Students, Batching of students, lack of time, school isolation, system demands (current Systems) Obviously – there are exceptions to this – but the central tendency is as listed above and based upon Fullan’s (and my own) observations and experiences over decades of work in leadership.

So – how to change? One idea, proffered by Dr. Fullan himself, is to look at seven keys on one keychain, as he describes, that are elements of the new culture (that we can create to replace the old “grammar of schooling”. These are belongingness, global competencies, relationships (well-being), pedagogy (learning), world of work, leadership, and AI (artificial intelligence). Dr. Fullan passionately describes changing the primary driver of change from external (state/province) to internal (local system).

So, in closing, I write this blog as the spirit moves me after an inspiring leadership academy where some amazing leaders, in the field and in the know, caused me to think – and will continue to guide my work in creating conditions for each child every day with supports in place for each staff member!

At the core, we should all learn more about “Deep Learning” and the 6cs from our spirit coach, Dr. Michael Fullan!! As a refresher, the 6cs are:

Character & Compassion

Citizenship

Collaboration

Communication

Creativity

Critical Thinking

Please join me on my clarion call to action to heal the canaries in our classrooms!
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Part 1 of 4 – Forty Years Since “A Nation at Risk” – Education Reflections

There is no comfort in the growth zone – but there is no growth in the comfort zone – this was a quote shared with us at the start of the National Superintendent Roundtable national convening in the summer 2023 conference in Los Angeles, California.

Nearly 40 of us convened to remember the education “reform” document and call to action called A Nation at Risk, and to contemplate the 40 years since – where we have been, where we are, and most important, where we are going!

With powerful presentations (some excerpted and summarized here in the blog and in subsequent posts) and with a visit to the President Ronald Reagan national presidential library & museum in Simi Valley (shared via images in the blog), the convening was awesome! Great dialogue, great, courageous conversations and questions and recollections, civil discourse with folks who have differing political views, and a whole lot more took place in our compact, concise, and short but powerful conference.

Often, people ask me, “What do I do as a superintendent” Part of the purpose of this blog is for me to illustrate just that. What “do” I do? 🙂 – A LOT … The role is diverse and rewarding, the opportunities to develop leaders are the most powerful and impacting legacy, and the power and honor to share and extend HOPE is a true gift.

In this blog post, I reflect on, share, and describe superintendent professional development. Leadership convening at a high level. History, politics, government, sociology, education, journalism, and more are covered in this experience and blog post.

40 years ago, A Nation at Risk was presented to the nation. It was a flawed report (as I will share), but it did raise PK-12 education to the forefront as a presidential issue – which can be a good thing. It started a four-decade pathway towards educational “reforms” and an obsession with standardized testing that we still grapple with today.

So …. What do I do?

I learn I gather with national and global experts, I engage in dialogue to make my thoughts known and clearer, and when challenged with new ideas, I may change my

I am facilitating a discussion with one of our presenters

mind! I am a leader and a learner, and a lead learner. My attendance at and participation in professional development is part of what I do as a superintendent of schools. Each day I aim to be better, do better, and lead better for the thousands of students and staff, and community members I have the honor of serving.

40 Years Since a Nation at Risk … What have we learned … I will be sharing thoughts from the many pages of notes I took during our amazing and challenging presentations as well as during our incredible visit and guided tour at the President Ronald Reagan Presidential Library & Museum. As a former social studies and US

Me at the podium! The backdrop is the inauguration – pretty cool!!

History teacher, this was AMAZING. A whole bunch of peak moments were had during this short but powerful trip across the country!

The National Superintendent Roundtable (NSR) is a membership association of superintendents from around the USA. Currently, there are about 91 members nationwide. In partnership with its sister organization, the Schlecty Center, there are about 180 superintendents in total between the two organizations. Both are mission-driven to support leadership and growth.  We are all in favor of and stand by “Strong families, strong communities, with strong schools” as a mantra or “calling card.” We’re here to honor the 40th anniversary of A Nation at Risk and truly digest and dissect – what we have learned and where we are going.

James Jim Harvey – incredible speaker, scholar, writer, one of the authors of A Nation at Risk & Founder of the National Superintendent Roundtable

Our keynote presenter, Jim Harvey, founder of the NSR and one of the writers of A Nation at Risk was outstanding!! Jim reminded us all that public education is one of the major foundations of the United States society. Supporting American ideals and progress is our mission. Jim also reminded us of President Reagan’s inaugural address in 1980, where he stated that essentially, “…government is the problem.”. President Reagan ran on a platform that included eliminating the US Department of Education. His first Secretary was Terrell, Ted, and Bell.

Subsequent blog posts will detail more of the content and “What do we do now?”.

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Education is Life

I’m a fan of the Apple TV show “Ted Lasso” and one of the characters, Dani Rojas, has a saying “futbol is life” … so, in the spirit of Dani Rojas, “Education is Life” is the title of this blog post!
I’ve been a public school educator in suburban Chicago, Illinois, USA since 1992. I’ve been a superintendent of schools (PK-8) since 2010. Education really has been and in some ways “is” my life too!! My daughter is in college studying to become a special education teacher, my son is a park district day camp counselor, my wife taught pre-school and worked in park district recreation, so I guess it’s in our DNA as a family too!
Education, of course, is essential – everywhere.
Together with my son and our other adventurers, we’re helping construct a bottle school in the indigenous Mayan community of Zaculeu in the Tecpan region. This is our third such trip together and my seventh since my first experience on the 2016 LifeTouch Memory Mission to Constanza, Rio Grande, in the Dominican Republic. I have written on my blog about past experiences and adventures! Feel free to search the blog (enter Dominican Republic or service learning).
The father son time is priceless, the father/educator in me also finds this time affirming and spiritual on many levels. To be able to serve and share these Peak Moments with my son is greater than any words I can piece together. The opportunity to make new friends from around my country as well as from all over the world is pretty amazing too.
During this bottle school building trip and Guatemalan culture, history, and ecology trip, we are fortunate to have amazing guides and leaders. From Guatemala, we have Vivi, Andres, Lilian, Enrique, Christy & Marta, from the USA Hug it Forward team we have Adam and Jennifer. Together with veteran Gary and so many others – we are engaged in lifetime memories and incredible learning. Our team is aged 9 to 67, we hail from multiple races, religions, ethnicities, vocations, locations, and together we are now one!
Working alongside of our Guatemalan hosts, working with the children of Zaculeu, and building walls made of eco bricks to help demonstrate care for the ecological needs of our planet, we learned, lived, felt, experienced, and did each day on this incredible set of experiences.
When we arrived in Zaculeu, as the first representatives from Hug it Forward, ever, and among the very few foreigners who ever have come to visit and serve with the Mayan people of the village, we were welcomed LARGE! The assembly from the nearly 400 students in grades K-6, the teachers, the principal, the mayor and the village elders, the parent organization and many of the parents of the children – we knew we were not in Kansas anymore! The assembly with speeches, songs, dances, signs, and an unbelievably warm welcome was so energizing and so motivating, that when we got to the job site, the excitement was palatable.
I’ll share a bunch of photos as a picture is worth “1000 words” in an effort to illustrate the incredible set of experiences — words alone cannot capture the power of this experience and even the photos & videos don’t do it justice – but I’m so moved and so inspired, that I am compelled to share my story.
Feel free to follow Hug It Forward on Facebook and on Instagram to see not only our trip, but previous and future trips. Anyone with the motivation can reach out and serve.
Service, education, cultural immersion, and more is what we found on this trip. Food was prepared for us daily by cooks Marta and Christy – the food was outstanding! Enrique drove us in our bus (chariot) through city streets, highways, country/rural roads, mountains, hills, and dirt roads with angles approaching 80 degree inclines – incredible!
We also met individuals who shared their personal stories and histories regarding various timely topics including the Guatemalan Civil War (1960-1996), migration from Guatemala to the United States, economic conditions in the nation, social history, and much, much, more.
We also engaged with local artisans who make their living creating cultural and personal effects for sale and for more than a “side gig” – for some folks, this is their primary income.
As I write these words, I realize, as best as I try, nothing can capture the power of this trip and the series of peak moments more than actually experiencing this, but my aim and my effort is to celebrate the good and highlight the hope of serving, learning, getting out of one’s comfort zone, and joining amazing people who do this all the time.
Education in Guatemala is different than education in the United States. The public school system is not always present, fully available, or even funded in the rural/indigenous areas of Guatemala where we were serving. There were classrooms from a USAAID project in 1987 and in 1993, and then there is our project in 2023! The classrooms for this village of Zaculeu serve children in grades K-5 — there are not classrooms for children in middle school, grades 7-9 (YET). High schools in Guatemala are fee based – not free.
Creating classrooms for children in grades K-6 and ultimately in grades 7-9 changes lives and changes cultural, historical, and economic opportunities and access to opportunities for generations of children. This bottle school project in which we are involved is one step to provide chances, hope, opportunities, and change for people.
Our public ambassador programming and efforts represent efforts afloat all over the world and efforts I have had the privilege of participating in in the USA (Puerto Rico), in the Dominican Republic and now, in Guatemala! In addition to the bottle school construction, the engagement with the villagers via the welcome ceremony, the artisan markets, and the community walk/hike and home visits, we also visited sacred Mayan archeological sites, learned from first hand historical accounts and engaged with the powerful beauty of this incredible country!
Sharing more images of our incredible journey to Guatemala!
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In 2023: Unlearn, remain Unfinished, and elevate Student Voice

“What each of us must come to realize is that our intent always comes through.”
– Thurgood Marshall, First African-American Supreme Court Justice

Another trip around the sun … another year full of hope, dreams, opportunity, and possibility, another “do-over” for us all! Over time, I have written about the power of the “do-over” that we in education get each July (the new school year). On January 1st, around the world, we each get another “do-over.”

So … what will we do over? What hopes, dreams, opportunities, and possibilities should we put forward? It’s a powerful contemplation – a powerful window with which we get to look through the world. It’s pretty awesome to be able to rest, recharge, and re-do all that makes sense. In my profession, it’s all about creating conditions for educators to support and enrich youth — we teach, we create learning spaces for children and young adults, and we create the future (I know … it’s a bit lofty — but we in education work in the profession that creates all other professions, we’re at the foundation of humanity).  Perhaps I’m being a bit dramatic on the first day of the new year, or perhaps I’m embellishing our impact as educators; perhaps, I’m right!

In my personal and professional career in public education, 2023 marks my 31st year of service as a public school educator (teacher, school administrator, district administrator, and I’m finishing my 13th year as a public school superintendent). In the year of my country, we’re entering our  247th year as a free nation. It’s the 13th year of the iPad … 2023 is many things to many people. From the new AI tool, when I entered the search query: “what does the year 2023 represent, I received the following machine-generated response:

The year 2023 is the 2023rd year in the Gregorian calendar. It is a common year, meaning it has 365 days in total. 2023 is the 23rd year of the 21st century and the 4th year of the 2020s decade.

I share the AI (artificial intelligence) response as an interesting “statement” as to what’s going on “technologically speaking.” I (or anyone) can enter a search query, and this new tool can generate a “Human-Like” chat with me about just about anything. So … I’ve been an educator before the internet, during its birth, before Google … and so on. In our 2017 book, The Unlearning Leader: Leading for Tomorrow’s Schools Today (Rowman & Littlefield), Nick Polyak and I wrote, in chapter 1,

Times have changed. Ten years ago, superintendents and principals used the U.S. Postal Service to support communication and leadership. They used paper memos and inter-office envelopes and even voicemail. Teachers would send a paper newsletter home each week. Communication today is instant and immediate. Today’s superintendents,  today’s teachers, and today’s students are connected 24/7 and are able to communicate with blogs, audio, video, text messaging, e-mail, and any number of social media applications like Twitter, Facebook, Instagram, Remind, Voxer, Snapchat, etc.
The past ten years have shown significant changes in terms of consumption of information and “fingertip” access. Yes, times have changed. Communication has changed, but the importance of communication in support of leadership and innovation remains the same. Today’s superintendent knows how to leverage the power of technology to harness effective and impactful communication. Today’s teachers share learning examples in real time.

This was a reflection on communication from 2006-2016. Now, 7 years later, with exponential growth and change in technology, communication tools, “fingertip access,” and the worldwide global pandemic (and related trauma, change, silver linings – all of the above), there have been even more powerful real-time examples of how teachers and superintendents can enhance and improve their abilities to communicate and to lead.

In our 2021 book, The Unfinished Leader: A School Leadership Framework for Growth & Development (Rowman & Littlefield), Nick Polyak, PJ Caposey, and I write about Managing Change with New Information (Chapter 11 in Part V: Communication).

The most important thing is transforming our minds, for a new way of thinking, a new outlook: we should strive to develop a new inner world.–Dalai Lama

If you are reading this book, we can say with near certainty that you make critical decisions and problem solve every day.  Oftentimes when we are pushed into making a critical decision there is not a singular answer that can satisfy the problem at hand. Instead, you call on  your prior experiences, the input of trusted colleagues and mentors, and the input of your affected stakeholders. 

What we are certain of is that as a leader you will be faced with problems and issues in the future that seem unimaginable right now. The world is changing at an exponential rate.  Understanding that fact is crucial, and understanding how to successfully navigate those problems and issues is what will make the unfinished leader ultimately successful.

So, as we embrace the changes, both known/predictable and unknown/unpredictable, with the dawn of the year 2023, I share a sense of wonder, excitement, anticipation, and hope for the good that we as a human race can offer, that we as educators can create, and that we as writers can share with the world! It’s always time to “unlearn”, remain “unfinished,” and embrace the “do-over” as the calendars clear for 12 more months.

End of Chapter feature in our book – To hear the voice of students, just “ask’em”!

Finally, in our 2018 book, Student Voice: From Invisible to Invaluable (Rowman & Littlefield), we conclude with a call to action, so as we embark on 2023, as a long-time public school educator, I suggest that the resolutions we should have in addition to Unlearning and remaining Unfinished, should be to elevate student voice and agency in your public school system. In conclusion,

This book is about one thing – building upon the kids-first mentality that all great educators have and transforming the mentality of serving kids first to serving with kids first. This book is our call to action. This book should provide a sense of urgency and a corresponding hope for the future. Our greatest asset is (and always will be) our students.

ASK’EM

Ask: Ask students to think big and ask them to think about where their voice being heard would have the greatest impact on the school.

Support: We have taken some of the brilliance from students over time and they may not know how to react to this question. It is your job to ensure that they reach into their Kindergarten heart and mind to be fearless and to guarantee that their imagination has no bounds.

Know: Nobody knows your kids as well as you do. This is a change, and it is a change that they may not initially trust. It will most likely take leadership at the individual student level to help create student ownership as part of the culture of your building.

Empower: Great leaders set floors for performance but never ceilings. Create an environment that empowers your students to lead change and dream big.

Monitor: Giving students an opportunity to have their voice heard and not acting on it will cause significant regression in your building. It is important to understand that this process is fluid and ongoing. Change is incremental and not linear. It is necessary to monitor the level of success of incorporating student voice at every turn.


Happy & Healthy New Year!