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Five Ways AI Will Help Us Challenge Our Assumptions About Learning and School

Most people with knowledge of Artificial Intelligence (AI) believe that we are only seeing initial hints of what AI will soon be able to do, and, consequently, it is a challenge to plan and prepare for the opportunities that lie ahead. Still, we need to think creatively, imagine vigorously, and resist allowing our assumptions to limit our vision.

This challenge is especially acute in education. The design of the schools we have dates back more than a hundred years. Despite calls for and efforts to change, our schools remain organized as they have for generations, and they function much as they always have.

AI challenges us to use what we know to question what we have assumed, examine practices that no longer serve our students, and follow what we know about how learning happens. Consider these five assumptions, the common practices associated with them, and the ways in which learners might engage (and the ways in which learning could be transformed) in the age of AI.

Assumption #1: Learning follows a linear path, at a predictable pace, from ignorance to knowledge.

Real learning often either speeds up or slows down in response to the learner’s background knowledge, interest, and learning experience. A learner’s curiosity may create a desire for a “side trip” to explore a topic, concept, or skill of interest rather than adhering to a scripted, preset, narrowly focused curriculum. Artificial Intelligence can shift direction, adjust pace, and open new doors to learning in response to each individual learner. Meanwhile, AI can assist learners and educators to track progress and measure key skill development across a variety of contexts and experiences.

Assumption #2: Learning results from exposure to a cycle of formal instruction, guided practice, and learner response.

Schools have traditionally been organized based on the assumption that the teacher is the primary source of knowledge and uniquely possesses the expertise to plan lessons, determine the pace of instruction, and assess learning progress. Further, the assumption has been that learning must occur in the classroom, under the supervision of the teacher, in order to be recognized. Learning occurring outside of the classroom and curriculum is generally ignored, rarely assessed or valued. AI offers the potential for learning to be stimulated by a wide variety of sources and experiences in near limitless locations, at a pace that works for the learner. AI holds the promise for learning to happen anytime and anywhere. It also has the capacity to assess and document learning that occurs well beyond the walls of the school.

Assumption #3: Learning activities must be presented in discipline-based curricula and lessons.

Traditionally, school curricula have been organized to present skills and content within the confines of a specific discipline such as science, math, English, and social studies. AI holds the potential to embed learning experiences in contexts that span multiple disciplines, connecting concepts and skills in seamless experiences that make application of knowledge and skills gained in one subject or context easy to transfer and apply in another.

Assumption #4: Schools are to train students to ask fewer questions and give more answers.

Most of our youngest learners come to school filled with curiosity and questions. However, for schools to operate as designed, students must focus their attention on the questions adults ask and concentrate on providing the answers adults will accept. Artificial intelligence can respond to endless questions without becoming impatient or frustrated. Even better, the questions learners ask can become stimuli for exploration, exposure, and understanding. Rather than limiting the number of questions learners ask, AI can help students to become skilled inquirers and drivers of their own learning.

Assumption #5: Learning must be measured by formal, often standardized tests.

AI can offer assessment options well beyond the traditional standardized test. Simulations, case studies, and other learning applications and demonstrations can assess areas of learning such as critical thinking, creativity, problem solving, and decision making. Authentic learning assessments that used to require elaborate planning and set up can now be organized and carried out in near real time. Further, assessment results can be presented in objective, criterion-referenced narratives that provide depth and insight beyond the capacity of previous assessment systems.

We cannot know what the future holds—but we cannot afford to wait until it arrives to plan and prepare for it. While much is not yet known about the capacities Artificial Intelligence will develop, we can use what we do know to begin reimagining, reorienting, and reinventing the way learners experience school.

September 21, 2023

Ten Ideas for Improving the Experience and Satisfaction of Teachers

Author’s Note: The ideas shared in this blog were collected through an informal literature scan requested by a regional group of superintendents who were struggling to find ways to improve the experiences of teachers, communicate respect and understanding, and increase the rates at which they choose to stay in teaching. The list was used to generate discussion, compare ideas and practices, and produce additional ideas to address this important set of challenges.

Teachers are departing the profession at an alarming rate. Distressingly high numbers of teachers indicate that they are considering leaving the profession—and may do so soon. Even those who plan to stay are reporting high levels of frustration and fatigue.

Obviously, there are forces and factors at play that are beyond the control and influence of teachers, principals, and even superintendents. Unacceptably low levels of funding for compensation, aggressive political agendas, and an overall lack of value placed on the work of teachers have led to higher levels of stress and lower levels of satisfaction.

Nevertheless, there are several ways in which we can make the work of teachers more sustainable, communicate more authentic appreciation, and convey greater respect. Here are ten ideas worth considering. Most of the ideas will work best if considered and planned jointly involving teachers and administrators. Some of the options might fit better in some contexts and circumstances than in others. Some will require funding, while others require no cost. Some might be implemented as they are presented, while others will need customization. The key is to explore what can be done and what will matter, and then act.

A good place to start might be to increase the flexibility for teachers’ use of time. Historically, teaching has presented a highly structured, minimally flexible, and predictable schedule and calendar. However, the pandemic, in addition to technology and other tools, has opened the possibility to offer greater flexibility than an ironclad 8:00-3:30 schedule. Offering flexible schedules that may include later starts, earlier starts, evening classes, and other options might better meet the needs of some teachers and students. Flex schedules and shorter school terms, with options not to teach every term, might add variety and better accommodate the needs of teachers with other demands and responsibilities beyond their teaching, while not disrupting learning continuity.

Another area worthy of attention is how we demonstrate appreciation and respect. Rather than one-size-fits-all recognition and the same tokens offered to everyone, we can take the time to tailor our appreciation to the needs and preferences of individuals. For some, this shift may mean that we offer our appreciation in a personal and private setting. For others, appreciation may be more meaningful if provided in terms of technology and other tool upgrades and learning opportunities. The key is to offer recognition that is meaningful to each specific individual.

We might also think about low-cost, customizable benefits to offer. For example, might teachers be given access to childcare support? Maybe a relationship with a local house-cleaning service could result in discounted services for employees? Or might there be a way to offer selected concierge-type services for unexpected needs and emergencies that teachers can tap into for assistance to reduce stress and save time? Car mechanics on call, appliance repair services, or personal technology repair might be examples.

What if we established a practice or policy to reduce outside-of-school-hours expectations for communication and other responsibilities? For the most part, evening emails, texts, and other reach-outs could wait until morning without significant harm or disaster. Of course, for this expectation to work, several common habits and widely held assumptions about the work of teachers may need to be adjusted. Here, technology may be part of the cause as well as part of the solution. Think about artificial intelligence and how it might increase productivity and reduce time demands.

Yet another area worthy of consideration is finding ways to reduce the number of simultaneous initiatives underway. Where possible, existing initiatives might be integrated to reduce redundancy in training and practice shifts. The scope of initiatives might be narrowed to reduce the investment of human capital while increasing the focus on outcomes. Any efforts that reduce the experience of initiative fatigue will likely be welcomed.

Another high potential focus is to find ways to increase the voice of teachers in planning and decision-making in areas of interest and impact on their work. As examples, the composition of teams might be a blend of assignments and volunteers. Teachers might be surveyed and provided other opportunities to provide input on the design of schedules and use of space. Of course, a careful balance needs to be struck so that teachers are not taking on additional burdens in areas that are not relevant to—and have a negative impact on—their time and work.

We can make it a priority to ensure the presence of a transparent, effective, and consistent approach to prevent, minimize, and manage student misbehavior. There is broad consensus that student behavior in the aftermath of the pandemic has changed and is often more challenging. An effective and sustainable approach to preventing problems, minimizing disruption, and maintaining an environment of safety, inclusiveness, and belonging can make a huge difference.

Still, there exists another important opportunity to enhance the experience and improve the effectiveness of teachers’ involvement in professional learning that is meaningful, timely, and useful. Here we can maximize the professional learning choices, options, and opportunities available. The days of one-size-fits-all as an effective professional learning strategy have passed, if they ever existed at all. The challenge is to strike an appropriate balance between meeting individual professional interests and needs and addressing organization priorities and expectations.

Where possible, we might reduce the number and length of non-teaching related tasks and non-professional responsibilities assigned to teachers. Traditionally, teachers have managed everything from meeting buses in the morning, to playground duty, to study hall supervision, and after-school detention. While teachers are often effective at performing these tasks, the tasks do ultimately cost teachers time that could be spent designing learning experiences, collaborating with colleagues, and conferencing with students. Where practical, non-certified staff and, in some cases, trained volunteers might assume some of these tasks.

Finally, and maybe most obviously, we need to do what we can to manage the number of meetings teachers must attend. We can then focus attention on those meetings where teachers add the greatest value and where information and action cannot be handled via other means. Information sharing does not necessarily require a physical meeting. Even some discussions and decisions can be managed via technology. Without question, some meetings are a must. But even cancelling and eliminating a few meetings here and there can make a significant difference.

Trying to implement all or most of these ideas at once may be a recipe for failure. However, selecting a few areas, initiating a dialogue, listening, and making even a few well-considered changes can be an important start. Conversation and collaboration will be the keys to improving the experience and satisfaction of teachers.

June 09, 2023

Try the 5-4-3-2-1 Approach for the Best Summer Ever

The transition from the end of the school year to the beginning of summer can be a good time to pause and take stock of our emotional and mental state. While the past year may have been exhausting, summer can be a time of renewal. We may still have commitments and responsibilities to which we still need to attend, but the shift in routines can offer opportunities to rebuild our energy, replenish our reserves, and ready us for the fall.

However, without some thought and a plan, the summer can slip away without our having taken full advantage of what this time of the year can offer. Now is a good time to think about what will make this summer one that leads to renewal, refocusing, and restoration. One way to approach this opportunity is to think “5-4-3-2-1" to prioritize our planning and give us a focal point. Here is an example we can use to get started.

Make a list of the five things for which you are most grateful. Gratitude is a powerful antidote to many draining and harmful emotions. Even in challenging times, we have much for which we can be grateful. Gratitude focuses our attention and emotions on others and what they mean to us rather than being self-centered. We can review this list periodically during the summer to remind us of what is positive and important in our lives. We may even add items as we become aware of additional people and circumstances for which we can be grateful.

Identify four people with whom you want to connect or reconnect. Summer is a great time to widen our network of friends and expand our relationships. Relationships can also be great sources of support as we navigate uncertain and unpredictable times. We can give priority to the people we find interesting, optimistic, creative, or just fun to be around. Reaching out to an old friend or colleague can restore a connection that has been important to us. Developing new or existing relationships can give access to new ideas, perspectives, and insights.

Decide three things you would like to learn. Learning can be a great energy refresher, especially when what we are learning is our choice and serves purposes important to us. The learning can be personal or professional, or it could be a combination of both. We might choose to learn a skill that leads to a new hobby. We might pursue an area of long-standing interest. We might explore some new technology or develop a new instructional strategy or approach. The key is to stay fresh and enjoy the experience of learning.

Eliminate two sources of stress. Some stressors are beyond our control, and we need to focus on managing how they will impact us. Others are within our control to push aside or remove. As examples, social media accounts that have us “doom scrolling” and news sources that are overly political and negative might be left behind. We can also consider stressors such as unrealistic expectations we hold for ourselves and our inner critic that constantly engages us in negative self-talk. Stressors drain energy and challenge our outlook. Removing even a few negative stressors can make a big difference in our attitude and well-being.

Commit to forming one new habit. By choosing just one, we will be better able to focus on, track, and build success for that habit. For example, we might decide to form an exercise habit. Summer can be a great time to get into a routine that will carry through into the next school year. We might think about routines that can make our lives easier and more manageable, such as tackling the most difficult challenges first or starting each day by doing something that builds energy and gives us satisfaction. Or we might choose something as simple, but important, as having more conversations and dialogue with people we respect and from whom we can learn. The possibilities are endless.

This approach may seem simple—and it is. However, by being intentional and planful with the time we have away from the school year routine, we can restore our energy, rebuild our spirit, and create resources on which we can draw as we approach a new year.

May 18, 2023

Ten Ways ChatGPT Can Save Time and Support Instruction

It can be challenging to figure out how to respond to the emergence of artificial intelligence, especially in the context of education. Some school districts have responded by banning the use of ChatGPT. Others are experimenting but remain unsure of the benefits and drawbacks. Of course, what we are seeing is just the beginning of the impact artificial intelligence will have on teaching and learning.

Regardless of what may lie ahead, there are immediate opportunities for educators to leverage chatbots, such as ChatGPT, to lighten their load and reduce the time they spend with a variety of common, but time-consuming tasks. Of course, just because these tools are available does not mean that they should become a substitute for professional judgment and skills. Nevertheless, here are ten ways in which chatbots can save time and provide opportunities for educators to engage in other high leverage activities:

Plan lessons. Chatbots can make activity suggestions, provide instructional strategy ideas, and identify potential resources. Benefit: Less time must be spent planning and more ideas are available to draw from.
Collect information and research. Chatbots can reduce the amount of time spent searching the internet and elsewhere for information to support instruction. A well-formed prompt can generate a succinct summary of a wide variety of information. Benefit: Less time spent searching and researching.
Generate ideas to help students see purpose and utility in what we are asking them to learn. We can infuse these ideas in discussions to reinforce connections and help students to place greater value on what they are learning. Benefit: Ideas and strategies to draw from, and students who are more engaged.
Locate examples and suggest applications for new content and skills. We can use these examples and suggestions to help students see utility in what they are learning, and we can design activities that take advantage of potential applications to keep students engaged. Benefit: Reduced time researching and better learning connections for students.
Modify content to match student learning readiness. Students learn best when presented with content that they can comprehend and that matches their skill level. Benefit: Less time spent modifying or interpreting challenging content and more learning success.
Provide succinct background information. Many students need additional background knowledge to benefit from our instruction. Chatbots can collect information and present it at the specific grade or reading level of the student. Benefit: Immediate resource to tap and more learning success.
Suggest ways to connect one academic discipline to another. Cross discipline learning tends to be more meaningful and can aid in retention of content and skills. Students often fail to make these connections and finding meaningful connections can be challenging and time consuming. Benefit: Reduced time spent researching and planning and improved student success.
Provide feedback and suggestions in response to student work. Chatbots can offer guidance for word choice, grammar, and syntax. Our follow-up conversations can add our feedback on the content and quality of their work. Meanwhile, we remain aware of areas of struggle and positioned to provide support. Benefit: Reduced time analyzing and providing supplemental feedback on mechanics while remaining focused on the concepts and content of student writing.
Grade student tests and quizzes. For some types of assessment, such as multiple choice and short answers, chatbots can grade student responses, and in some cases provide feedback to students. Of course, chatbots can also generate questions and develop writing prompts. Benefit: Reduced time spent preparing assessments and grading by hand.
Compose correspondence drafts. Deciding where to start and how to frame information in correspondence, particularly sensitive correspondence, can be a challenge. Chatbots can provide a place to start and content to edit and shape to support our message while maintaining our voice. Benefit: Access to starter ideas and wording and reduced time planning and composing correspondence.

Of course, the next question is how best to use the additional time that chatbots help us to create. Here are five ideas to consider:

Conferencing with students about their learning
Providing high-level feedback to students
Counseling students regarding effective study strategies
Building strong relationships with students
Engaging students in authentic, performance-based assessments
Taking a breath . . .

We may not be able to predict the future and artificial intelligence’s impact on education. However, there are important and useful purposes to which the technology can be applied now. Of course, the more experience we develop with artificial intelligence the better able we will be to make decisions about it and leverage its potential.

May 15, 2023

When Work Is a Struggle and More Effort Doesn't Cut It

There are times when we find ourselves searching for energy and scrounging for motivation to power through work struggles. We might put off the task and hope for inspiration, or we might give minimal effort and wait for urgency and pressure to motivate us. Neither approach is likely to be productive and satisfying.

Sometimes we need a shift in our thinking, a technique to tap our motivation, or a way to draw on an area of strength. We need a new perspective and approach to get on track and avoid worker burn-out or depression. Fortunately, there are strategies to improve our outlook, increase our confidence, and accelerate our learning and skill growth. Consider these four strategies:

Strategy:

A great place to start is focusing less on what we must do and reminding ourselves of why we’re doing it. To do lists can be intimidating and “must do’s” can feel like drudgery, thus making procrastinating a reasonable option. But if we shift our thinking from what we must do to why we’re doing it, it can make a big difference. Our list of tasks becomes more meaningful, and doing the work results in greater value and satisfaction.

In practice:

Correcting a set of essays may feel like time consuming toil. Yet, if we shift our mindset and consider the work as exploring the thinking, imagination, and creativity of our students and providing insightful and helpful feedback, grading presents new meaning and becomes more worthwhile. Similarly, we might think of lesson planning as merely an item to check of our to-do list. Or we can view our planning as designing engaging and productive learning experiences for our students that’ll ignite their energy while building excitement. Simple thought shifts can go a long way to improve our mood, as well as unleash our own renewed energy.

Strategy:

We can leverage our current strengths to support the development of new learning and skills. Learning new instructional practices, trying new approaches, and developing new strategies can be difficult and humbling work. Inevitably, early attempts will prove less than successful, leading to frustration by the slow pace of progress. Yet, if we pair what we’re learning with a current area of strength and expertise, we’ll shore up our confidence and accelerate our progress.

In practice:

Strength lies in organizing our content to make it understandable. Our goal seeks to enhance our impact and improve student learning recall by introducing new content through memorable and compelling stories. We achieve this through organizing and sequencing what students need to learn within the structure of good storytelling. While our stories may seem lame at first, the content we share becomes more memorable and impactful through story telling. Over time, our storytelling skills grow. Our organizational skills lead students to understand what they’re asked to learn, and our stories help with student recall long after we move on to other content and skills.

Strategy:

By embracing “going forward together”, we choose to move beyond “going it alone” when we face difficult challenges and when we need new ideas. Generating new approaches and developing strategies to engage our students can become a daunting challenge, especially if we try to do it alone. Even if we work with a partner or team, we can fall into habits and patterns that limit new thinking and new idea exploration. We may need to expand our network of resources and our exposure to others in our profession.

In practice:

Social media, virtual networks, and other ways of accessing professionals beyond our physical presence open new possibilities and provide rich and varied resources to expand our thinking and improve our practice. Sometimes admitting that we feel stuck and need new thinking can mean uncomfortable conversations and awkward admissions with close colleagues. Yet, reaching out to others virtually and seeking ideas can feel much safer and less uncomfortable. Meanwhile, we gain a new appreciation of our ideas, skills, and practices as we share our experiences with them and provide support to their work, as well.

Strategy:

We can have a vision for where we want to take our learning and practice, but building momentum and positioning for success are easier when we focus our attention and energy on the next step or steps. Learning journeys can easily overwhelm and discourage us when we try to grasp the entire picture and all that it might entail. We can falsely assume that once we begin something new, we should be immediately proficient. Yet, when we try something significant and new, just like our students, we're likely to make mistakes and experience setbacks. And as we do with our students, we must provide ourselves encouragement not to give up.

In practice:

It helps to shift our practice by becoming less instruction driven and more learner centered. We might start by giving students more opportunities for choice in their learning, as a first step. We maintain other elements of our current practice until we build routines. Students then develop the skills and processes necessary to take more responsibility for their learning. If we focus on the next steps we need to take, we grasp what we want to change, adjust strategy, and mark progress to prepare for more significant changes. We celebrate our wins even when our long-term goal seems far off. As the saying goes, “The greatest journey begins with a single step.”

Sometimes it’s not the work struggle that’s the problem, but our mindset toward it. At other times we need to draw on our talents and strengths to carry us through as we develop new skills and engage in new learning. Meanwhile, if we draw on the knowledge, expertise, and creativity of others, the options and possibilities available to us grow. Finally, when we focus on what we need to do next and refuse to become preoccupied and overwhelmed by the size and complexity of what we face, we move forward with clarity and confidence.

March 21, 2023

Surprising Benefits of Giving Back to the Profession

This may seem like a surprising time to think about giving back to our profession. These are challenging times. We feel challenged just to do the work and meet the responsibilities we already have. Yet, there are many important reasons to make the choice to give back, especially now. Of course, education as a profession urgently needs advocates who understand its challenges, pressures, and problems and can speak to today’s reality, propose solutions, and share a positive vision. We need voices to advocate for young people to choose a career in education and be empowered to help make needed changes. We need voices of encouragement and support for each other. We can be that voice. Giving back to the profession also means passing on what we’ve learned to aspiring and new-to-the profession educators. We can encourage others and offer perspective and advice to help them hone their practice and build their repertoire of skills and strategies. Our willingness to share our experiences can also provide insights and prevent others from making the mistakes and missteps from which we've had to learn. Equally important, giving back offers significant benefits for us. Giving back reminds us why we chose this profession and reignites our passion and enthusiasm. Giving back increases our sense of purpose and generates feelings of meaning and significance. Meanwhile, we gain perspective as we reflect and share our experiences. Giving back reinforces the knowledge, skills, and wisdom we possess. Mentoring and coaching consolidates and brings to consciousness what we know, including what we may have thought we'd forgotten. So, what does it mean to give back, and what are some ways we make a difference? Here are eight options to consider and places to start: • Volunteer to work with student teachers and teacher interns. Young people who are considering and preparing to enter the profession need professional support and guidance. They also need good models and coaches to build their knowledge and skills. • Mentor/coach new teachers and colleagues. As experienced educators, we have much to share that can ease the entry of new colleagues. We can be the resource they need and a guide on which they can depend. • Teach a professional development or graduate level class or seminar. Even experienced educators need continuing education. Often the best information and ideas come from experienced colleagues. • Volunteer for professional committees and work groups beyond our department or school. Engaging with other professionals offers opportunities to share our experience, contribute our creativity, and build our knowledge while contributing in a larger context than the classroom. • Join a professional network. As we expand our network, we also can uncover opportunities to have an influence with and to learn from a wider group of educators. We also can gain access to increasing opportunities to advocate and influence the status and future of education • Write an article/present at a conference/do a webinar or podcast. We might share a technique we've developed, a routine that works well, or an approach that’s particularly effective. Or we might address important issues or advocate for changes that will make a difference. • Write a note about the contributions and difference making of a colleague. Noticing and sharing good things we see and recognizing excellence is a great way to give back. The note may be to the colleague’s supervisor, a newsletter, or just an informal note to the colleague. • Offer to cover a class or assignment. Covering for a colleague may seem small, but supporting each other is a great way to give back. It can make a far greater difference than we might think. Remember: Giving back is as much an attitude as it is a set of actions. Why we choose to do something can matter as much as what we do. An open heart, generous spirit, and readiness to help may be all that we can give right now. If so, it will be enough.

January 27, 2023

Share Your Tips & Stories

Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.

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It Is Time to Reflect on the Value of Teachers

It can be easy to take for granted the value of elements in our lives that seem always to have been present. Running water, electricity, and heat are tangible examples. Despite the positive impact these systems have on our lives, we may criticize and complain when for some reason they do not work perfectly or fall short of our expectations. We can forget what life would be like without them. Teachers fit into this category. Our society is so accustomed to having professional people ready to teach, guide, and support learning that their value often is given little thought. The pandemic was in many ways a wakeup call. Communities experienced a stark reminder of what life would be like without the constant support of educators. Initially, educators were hailed as heroes and saviors for leaning into a desperate situation and providing support under incredibly difficult conditions. However, now that conditions have returned to something approximating normal, there is a tendency to complain and criticize educators because learning conditions and support systems did not work as well as they might have had there been time and opportunity for adequate preparation and planning. Consequently, this seems like a suitable time to step back and reflect on the enduring value educators offer in our lives and the lives of children and young people. Most of us can point to a teacher who had a positive and lasting impact on our lives. They may have given us confidence to persist in the face of a difficult challenge. They may have tapped an area of interest, passion, or talent that gave us a reason to learn. They may have given us a vision of who we could be that was beyond what we believed or imagined possible. Or they may have just encouraged, valued, and respected us in ways that lead us to adopt and practice these ideals in our lives. Several years ago, a study at Stanford University attempted to quantify the value of good teachers in economic terms. Among their findings was that an excellent teacher can account for as much as a twenty percent increase in the lifetime earnings of their students. The impact could mean several hundred thousand dollars of additional income over the course of a career. The reasons for such an impact are not difficult to discern. Great teachers provide students with the skills and motivation to keep learning. They help students to lift their aspirations and give them confidence to stretch and to take on challenges that lead to life success. A student who never considered higher education, a skilled career, or starting their own business can be inspired by a teacher who sees potential and “lights a fire” of passion and possibility. Teachers also provide important social modeling and lessons for their students. Students are in positions to observe how teachers manage conflicts in positive and productive ways. Students learn about boundaries and social expectations through their experiences in classes and interactions with teachers. Students learn self-regulation skills and habits through the routines, expectations, and structures teachers construct and manage. Teachers help students navigate conflicts and relationships with others who come from diverse backgrounds and cultures and who may hold different values and lived experiences. The list could go on, but the point is that teachers play a key role in teaching, modeling, and coaching key skills and behaviors that are crucial to the success of individuals and the functioning and survival of our society. Further, teachers are key models for and imparters of the importance of values, courage, and commitment. Honesty, respect, fairness, responsibility, and compassion are universal values embraced worldwide. Society cannot succeed without them. Yet, many families lack the capacity to teach, model, and reinforce these values for their children. Fortunately, teachers build and reinforce these values in countless ways, from how students engage in learning, to managing their work and other responsibilities, to how they interact with other students. Students also see models of courage through investments teachers make in students who are reluctant to invest in themselves. They see the advocacy of teachers on behalf of students who have no one else to advocate for them. And students see the enduring commitment of teachers as the year unfolds and teachers continue to work, struggle, and persist even when others may choose to give up on students, and students may even give up on themselves. Comparisons to utilities such as electricity, water, and heat may seem awkward. Yet, it is difficult to imagine the survival of our society without teachers to inspire, teach, coach, and nurture the most important values, skills, and relationships upon which we depend and treasure.

November 08, 2022

Five Reasons for Educators to Be Optimistic

Earlier this fall, Lexia Learning released the results of a study on attitudes and perceptions of educators regarding their optimism about or the likelihood of burnout in the year ahead. Not surprisingly, educators reported several significant future concerns. Yet, while more educators expressed fear of burnout, the percentage of teachers who alternatively reported optimism trailed close behind. Obviously, in the near term we’re flanked by concerns. We worry about resources available to serve all students, about time and effort needed to get students back on track with their learning, about the political climate in which we work, and other issues. However, when we step back from immediate issues and concerns, good reasons provide confidence for the education profession. First, a recent study by the Brookings Institution ranked educators as among the professions least likely to be replaced through automation. The rate of automated job replacement in the aftermath of the pandemic and the scarcity of workers are staggering. Researchers identified many tasks currently performed by teachers that can and likely will be automated. Yet, the study reinforced the crucial role of human interaction in support of learning. They noted that daily tasks and roles of teachers will likely become less administrative, while offering more time and opportunities to engage with and teach learners. Second and related, a recent study by McKinsey & Company estimated that 20-40% of the tasks performed by teachers, including some lesson preparation, grading, and general administrative tasks, could be automated using existing and developing technologies. The researchers estimated this automation could free up as much as thirteen hours per week for teachers to engage in other professional or personal activities. Of course, teachers often perform these necessary tasks outside school hours. The shift to automation poses a challenge, but with imagination, a willingness to risk, and commitment to succeed, it can happen. Meanwhile, researchers agreed with the Brookings Institution research team that educators’ key work of instructing, coaching, and guiding students will not likely see automation any time soon. Third, learning skills and the desire to learn are quickly becoming among the most prized skills and characteristics sought by employers. Our work to help students become skilled, motivated learners, who strive beyond following directions and responding to adult expectations, provides the best advantages we can offer. Equally important, as learning becomes a key advantage for workers and organizations, those who can build these skills and instill these attitudes in young people will likely enjoy new status and appreciation. Education may once again become a profession to which young people aspire and an option that caring adults will counsel young people to consider. Fourth, education still is a profession in which creativity is an everyday opportunity. Many jobs and work roles offer few or no opportunities for flexibility and creativity in response to real time conditions and challenges. Education, every day—often every hour—brings new challenges, insights, and conditions that invite our creativity and demand our flexibility. Of course, we can choose to ignore these opportunities, revert to prescribed practices, and fall back on traditional instructional models. Yet, new strategies we try, innovative approaches we learn, and creativity we employ fuel our success, satisfaction, and, often, our sanity. Fifth, even slight differences we make with learners can change their life trajectory. We engage with and nurture the learning of children and young people when their intellect, attitudes, and identity are still forming. At this point in their lives, a comment we make, a nudge we offer, or a sense of confidence we instill can be life changing. What we see as a small shift can be magnified decades later as new opportunities, new challenges, and new circumstances to shape the lives of today’s students in ways that can far exceed our imagination. If we doubt this fact, all we need to do is ask successful adults around us to describe key moments and influences that made a difference for them. Inevitably, we’ll hear stories of educators who believed in them, encouraged them, and pushed them to see and be more than they saw in themselves. Admittedly, this is a challenging time in education, but there are compelling reasons to be optimistic about our profession and our future. Equally important, we can choose to be a part of making real the future for which we hope.

October 28, 2022

Fighting the October Funk

October can be a challenging month emotionally and motivationally. Some call it “slump month.” Summer seems like long ago. The end of the first grading period quickly advances. Parent-teacher conferences approach. The seasons are changing. Turning leaves, while beautiful, signal the coming of winter. Meanwhile, sunlight hours dwindle, the end of daylight savings time is eminent, and Thanksgiving break is weeks away. The combination of these factors and others can leave you feeling tired, lethargic, and out of balance, causing our energy and enthusiasm to ebb. New initiatives and skills you committed to learn and practice can remain challenging. You may be experiencing what’s called the Implementation Dip—a time after learning something new but before feeling competent and comfortable with your new skills and practices. The good news is that you don’t have to give in to the October funk. You can take control, shift your perspective, and take advantage of the opportunity to re-energize. Here are ten actions to counter the forces of October and take charge of your mood. Celebrate the success of getting started. Most anxiety from the opening weeks of school typically is behind you. The routines you planned are in place, and you’re familiar with your students. Their year-long learning journey is underway. Now is a suitable time to reflect and celebrate the progress made in the opening weeks of the year. Pause to assess what is going well, what needs adjusting, and what needs eliminating. It may be time to withdraw helpful scaffolding you provided to students to frame and focus their learning. Perchance it’s time to seek feedback from your students about how the year is going, solicit their ideas, and add diverse practices and procedures in response. Consider scheduling exams and major assignment submissions for early in the week. Having a few days to finish grading tasks before the weekend frees up time to relax and push school responsibilities into the background. Keep negative feedback and criticism in perspective. Negative comments and critical advice don’t define you. They represent information you can evaluate, and you can assess the worthiness and usability of what you hear. If it doesn’t fit, let it go and forget it. Decide a time to finish your day and leave. Time constraints often help you prioritize and manage your time. They also force you to decide what must be done now and what can wait until tomorrow. Having accomplished the crucial tasks, you can better enjoy the evening. Find time for yourself. The frenzy of starting a new year can leave you so focused on caring for others that you neglect your own needs. Perhaps reestablish sleep patterns and adjust your diet. Additionally, carve out undesignated, personal time to do nothing or do something fun. Capture the change from daylight savings time. Perhaps start an exercise routine. Set aside time for reading or another activity in which you’ve wanted to engage but have not had the time. Use this as an opportunity to move an end-of-the-day activity to the morning when you have more energy and fewer competing activities. Schedule time with colleagues and friends. Meeting for dinner, planning a hike, visiting the zoo, or going to the theatre provide good options. However, the time might be most refreshing if you make a “no school talk” agreement during your downtime. Commit to making someone’s day. Share your appreciation for someone in your life. A face-to-face conversation is best. The next best thing—a written a note of gratitude. You might offer to help a colleague with a project. This also is a suitable time to encourage a student, by pointing out their strengths and noting what they do well. Remind yourself that what you’re feeling is natural. It is common for educators to experience an “October Funk.” You can also remind yourself that this phase is temporary. You’ll soon find yourself feeling re-energized as the year unfolds, seeing progress, and looking forward to what lies ahead. With some patience, self-care, and perspective adjustment you’ll find your motivation and momentum returning and moving you forward.

September 30, 2022

Teachers: Heroes Among Us

Dishearteningly, we have witnessed again the ultimate sacrifice by educators in protection of their students. Appropriately, the news media, national and state leaders, and local communities are holding up these acts as deserving of our deepest honor and gratitude. However, too often such acts are presented without an important context. Those outside of the education profession too often miss the reality that protecting students is a natural, consistent, and integral part of the lives of educators. Educators spend their days protecting the hopes and dreams of students who struggle to learn. They encourage, coach, worry, and nudge to build skills and stimulate learning progress. Whether scraped knees and small bruises or bloody noses and broken bones, educators are often the first responders and immediate caregivers. They are vigilant about seeing dangers and anticipating activities in the classroom and school that may present risks. They are quick to recognize behaviors that may threaten the safety of students themselves or others and move to prevent and intervene at the first signs of danger. Educators often spend their evenings and weekends wondering and worrying about students’ lives outside of school. Are their parents fighting? Is there enough to eat? Do they have a safe place to sleep? Will they be ready and able to learn when they return to school? Are there emotional bruises and breaks that will need attention? They think about their students’ futures and whether they are on track. Will they master the ability to read, learn their math skills and progress at a pace that leads to success? Will they be accepted into the college that matches their needs or find a job to support them and a future family? When motivation and learning wane, teachers quickly become preoccupied with what they can do and how they can protect students so they will not have to suffer the consequences of not learning and preparing for future success. The jarring reality of a mortal threat is not a circumstance for which we can or should have to be fully prepared. We hope that such a decision will never be required. Yet, the instinct to protect is already present.

May 27, 2022

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